Sample records for teaching research methodology

  1. Research Methodologies Explored for a Paradigm Shift in University Teaching.

    ERIC Educational Resources Information Center

    Venter, I. M.; Blignaut, R. J.; Stoltz, D.

    2001-01-01

    Innovative teaching methods such as collaborative learning, teamwork, and mind maps were introduced to teach computer science and statistics courses at a South African university. Soft systems methodology was adapted and used to manage the research process of evaluating the effectiveness of the teaching methods. This research method provided proof…

  2. Graduate students' teaching experiences improve their methodological research skills.

    PubMed

    Feldon, David F; Peugh, James; Timmerman, Briana E; Maher, Michelle A; Hurst, Melissa; Strickland, Denise; Gilmore, Joanna A; Stiegelmeyer, Cindy

    2011-08-19

    Science, technology, engineering, and mathematics (STEM) graduate students are often encouraged to maximize their engagement with supervised research and minimize teaching obligations. However, the process of teaching students engaged in inquiry provides practice in the application of important research skills. Using a performance rubric, we compared the quality of methodological skills demonstrated in written research proposals for two groups of early career graduate students (those with both teaching and research responsibilities and those with only research responsibilities) at the beginning and end of an academic year. After statistically controlling for preexisting differences between groups, students who both taught and conducted research demonstrate significantly greater improvement in their abilities to generate testable hypotheses and design valid experiments. These results indicate that teaching experience can contribute substantially to the improvement of essential research skills.

  3. Approach to Teaching Research Methodology for Information Technology

    ERIC Educational Resources Information Center

    Steenkamp, Annette Lerine; McCord, Samual Alan

    2007-01-01

    The paper reports on an approach to teaching a course in information technology research methodology in a doctoral program, the Doctor of Management in Information Technology (DMIT), in which research, with focus on finding innovative solutions to problems found in practice, comprises a significant part of the degree. The approach makes a…

  4. Teaching Research Methodology Using a Project-Based Three Course Sequence Critical Reflections on Practice

    ERIC Educational Resources Information Center

    Braguglia, Kay H.; Jackson, Kanata A.

    2012-01-01

    This article presents a reflective analysis of teaching research methodology through a three course sequence using a project-based approach. The authors reflect critically on their experiences in teaching research methods courses in an undergraduate business management program. The introduction of a range of specific techniques including student…

  5. Teaching Research through Field Studies: A Cumulative Opportunity for Teaching Methodology to Human Geography Undergraduates

    ERIC Educational Resources Information Center

    Panelli, Ruth; Welch, Richard V.

    2005-01-01

    Notwithstanding its iconic status within geography, the debate continues about how fieldwork should be taught to undergraduate students. The authors engage with this debate and argue that field studies should follow the teaching of research methodology. In this paper they review relevant literature on the place of fieldwork in geography training,…

  6. Teaching Methodology and Indonesian Legal Education

    ERIC Educational Resources Information Center

    Katz, June; Katz, Ronald S.

    1975-01-01

    A 2-week teaching methodology workshop at Airlangga Law Faculty in February 1974 resulted in a far-reaching appraisal of Indonesian legal education. Workshop conclusions are summarized and discussed: goals and objectives of Indonesian legal education, curriculum, teaching methods, instructional materials, research papers and writing assignments,…

  7. Methodological pluralism in the teaching of Astronomy

    NASA Astrophysics Data System (ADS)

    de Macedo, Josué Antunes; Voelzke, Marcos Rincon

    2015-04-01

    This paper discusses the feasibility of using a teaching strategy called methodological pluralism, consisting of the use of various methodological resources in order to provide a meaningful learning. It is part of a doctoral thesis, which aims to investigate contributions to the use of traditional resources combined with digital technologies, in order to create autonomy for future teachers of Natural Sciences and Mathematics in relation to themes in Astronomy. It was offered an extension course at the "Federal Institution of Education, Science and Technology" in the North of Minas Gerais (FINMG), Campus Januaria, for thirty-two students of licentiate courses in Physics, Mathematics and Biological Sciences, involving themes of Astronomy, in order to search and contribute to improving the training of future teachers. The following aspects are used: the mixed methodology, with pre-experimental design, combined with content analysis. The results indicate the rates of students' prior knowledge in relation to Astronomy was low; meaningful learning indications of concepts related to Astronomy, and the feasibility of using digital resources Involving technologies, articulated with traditional materials in the teaching of Astronomy. This research sought to contribute to the initial teacher training, especially in relation to Astronomy Teaching, proposing new alternatives to promote the teaching of this area of knowledge, extending the methodological options of future teachers.

  8. Teaching Research Methodology through Active Learning

    ERIC Educational Resources Information Center

    Lundahl, Brad W.

    2008-01-01

    To complement traditional learning activities in a masters-level research methodology course, social work students worked on a formal research project which involved: designing the study, constructing measures, selecting a sampling strategy, collecting data, reducing and analyzing data, and finally interpreting and communicating the results. The…

  9. Learning from Research on Teaching: Perspective, Methodology, and Representation. Advances in Research on Teaching. Volume 11

    ERIC Educational Resources Information Center

    Brophy, Jere, Ed.; Pinnegar, Stefinee, Ed.

    2005-01-01

    This volume is designed to accomplish three primary purposes: (1) illustrate a variety of qualitative methods that researchers have used to study teaching and teacher education; (2) assess the affordances and constraints of these methods and the ways that they focus and shape explorations of teaching; and (3) illuminate representative questions…

  10. Postgraduate Conception of Research Methodology: Implications for Learning and Teaching

    ERIC Educational Resources Information Center

    Daniel, Ben; Kumar, Vijay; Omar, Noritah

    2018-01-01

    This qualitative inquiry investigates postgraduate students' conceptions of research methodology and how it contributes to their learning. It explores factors likely to motivate student choice of research methodology and challenges in understanding research methods. The research was carried out at research-intensive universities in New Zealand and…

  11. The Integration of Project-Based Methodology into Teaching in Machine Translation

    ERIC Educational Resources Information Center

    Madkour, Magda

    2016-01-01

    This quantitative-qualitative analytical research aimed at investigating the effect of integrating project-based teaching methodology into teaching machine translation on students' performance. Data was collected from the graduate students in the College of Languages and Translation, at Imam Muhammad Ibn Saud Islamic University, Riyadh, Saudi…

  12. Interactive Methods for Teaching Action Potentials, an Example of Teaching Innovation from Neuroscience Postdoctoral Fellows in the Fellowships in Research and Science Teaching (FIRST) Program.

    PubMed

    Keen-Rhinehart, E; Eisen, A; Eaton, D; McCormack, K

    2009-01-01

    Acquiring a faculty position in academia is extremely competitive and now typically requires more than just solid research skills and knowledge of one's field. Recruiting institutions currently desire new faculty that can teach effectively, but few postdoctoral positions provide any training in teaching methods. Fellowships in Research and Science Teaching (FIRST) is a successful postdoctoral training program funded by the National Institutes of Health (NIH) providing training in both research and teaching methodology. The FIRST program provides fellows with outstanding interdisciplinary biomedical research training in fields such as neuroscience. The postdoctoral research experience is integrated with a teaching program which includes a How to Teach course, instruction in classroom technology and course development and mentored teaching. During their mentored teaching experiences, fellows are encouraged to explore innovative teaching methodologies and to perform science teaching research to improve classroom learning. FIRST fellows teaching neuroscience to undergraduates have observed that many of these students have difficulty with the topic of neuroscience. Therefore, we investigated the effects of interactive teaching methods for this topic. We tested two interactive teaching methodologies to determine if they would improve learning and retention of this information when compared with standard lectures. The interactive methods for teaching action potentials increased understanding and retention. Therefore, FIRST provides excellent teaching training, partly by enhancing the ability of fellows to integrate innovative teaching methods into their instruction. This training in turn provides fellows that matriculate from this program more of the characteristics that hiring institutions desire in their new faculty.

  13. Interactive Methods for Teaching Action Potentials, an Example of Teaching Innovation from Neuroscience Postdoctoral Fellows in the Fellowships in Research and Science Teaching (FIRST) Program

    PubMed Central

    Keen-Rhinehart, E.; Eisen, A.; Eaton, D.; McCormack, K.

    2009-01-01

    Acquiring a faculty position in academia is extremely competitive and now typically requires more than just solid research skills and knowledge of one’s field. Recruiting institutions currently desire new faculty that can teach effectively, but few postdoctoral positions provide any training in teaching methods. Fellowships in Research and Science Teaching (FIRST) is a successful postdoctoral training program funded by the National Institutes of Health (NIH) providing training in both research and teaching methodology. The FIRST program provides fellows with outstanding interdisciplinary biomedical research training in fields such as neuroscience. The postdoctoral research experience is integrated with a teaching program which includes a How to Teach course, instruction in classroom technology and course development and mentored teaching. During their mentored teaching experiences, fellows are encouraged to explore innovative teaching methodologies and to perform science teaching research to improve classroom learning. FIRST fellows teaching neuroscience to undergraduates have observed that many of these students have difficulty with the topic of neuroscience. Therefore, we investigated the effects of interactive teaching methods for this topic. We tested two interactive teaching methodologies to determine if they would improve learning and retention of this information when compared with standard lectures. The interactive methods for teaching action potentials increased understanding and retention. Therefore, FIRST provides excellent teaching training, partly by enhancing the ability of fellows to integrate innovative teaching methods into their instruction. This training in turn provides fellows that matriculate from this program more of the characteristics that hiring institutions desire in their new faculty. PMID:23493377

  14. A Methodology for Teaching Industrial Ecology

    ERIC Educational Resources Information Center

    Cervantes, Gemma

    2007-01-01

    Purpose: To describe a way of teaching industrial ecology (IE) and to show some tools that may help for the IE teaching. Design/methodology/approach: In the paper, the development of lectures, practical lessons and projects on real industrial ecosystems are described. Also the teaching materials used are described. Findings: The presented…

  15. Teaching research methodology in medical schools: students' attitudes towards and knowledge about science.

    PubMed

    Hren, Darko; Lukić, Ivan Kresimir; Marusić, Ana; Vodopivec, Ivana; Vujaklija, Ana; Hrabak, Maja; Marusić, Matko

    2004-01-01

    To explore the relationship between teaching scientific methodology in Year 2 of the medical curriculum and student attitudes towards and knowledge about science and scientific methodology. Anonymous questionnaire survey developed for this purpose. Zagreb University School of Medicine, Croatia. A total of 932 students (response rate 58%) from all 6 years were invited to participate. Score on attitude scale with 45 Likert-type statements and score on knowledge test consisting of 8 multiple choice questions. The average attitude score for all students was 166 +/- 22 out of a maximum of 225, indicating a positive attitude towards science and scientific research. The students' average score on the knowledge test was 3.2 +/- 1.7 on 8 questions. Students who had finished Year 2 had the highest mean attitude (173 +/- 24) and knowledge (4.7 +/- 1.7) scores compared with other year groups (P < 0.001, anova and Tukey posthoc test). For students who had attended a mandatory Year 2 course on the principles of scientific research in medicine (Years 3 to 6), multiple linear regression analysis showed that knowledge test score (B = 3.4; SE = 0.4; 95% confidence interval 2.5-4.2; P < 0.001) and average grades (B = 7.6; SE = 1.5; 95% CI 4.6-10.6; P < 0.001) were significant predictors of attitude towards science, but not sex or failure to pass a year (B = - 0.6; SE = 1.7; 95% CI - 3.9-2.6; P = 0.707; and B = - 3.1; SE = 1.9; 95% CI - 6.8-5.7; P = 0.097, respectively). Medical students have generally positive attitudes towards science and scientific research in medicine. Attendance of a course on research methodology is related to a positive attitude towards science.

  16. Research Informing Practice--Practice Informing Research: Innovative Teaching Methologies for World Language Teachers. Research in Second Language Learning

    ERIC Educational Resources Information Center

    Schwarzer, David, Ed.; Petron, Mary, Ed.; Luke, Christopher, Ed.

    2011-01-01

    "Research Informing Practice--Practice Informing Research: Innovative Teaching Methodologies for World Language Educators" is an edited volume that focuses on innovative, nontraditional methods of teaching and learning world languages. Using teacher-research projects, each author in the volume guides readers through their own personal…

  17. Teaching and Learning Methodologies Supported by ICT Applied in Computer Science

    ERIC Educational Resources Information Center

    Capacho, Jose

    2016-01-01

    The main objective of this paper is to show a set of new methodologies applied in the teaching of Computer Science using ICT. The methodologies are framed in the conceptual basis of the following sciences: Psychology, Education and Computer Science. The theoretical framework of the research is supported by Behavioral Theory, Gestalt Theory.…

  18. Research Challenges Inherent in Determining Improvement in University Teaching

    ERIC Educational Resources Information Center

    Devlin, Marcia

    2008-01-01

    Using a recent study that examined the effectiveness of a particular approach to improving individual university teaching as a case study, this paper examines some of the challenges inherent in educational research, particularly research examining the effects of interventions to improve teaching. Aspects of the research design and methodology and…

  19. Teaching Bayesian Statistics in a Health Research Methodology Program

    ERIC Educational Resources Information Center

    Pullenayegum, Eleanor M.; Thabane, Lehana

    2009-01-01

    Despite the appeal of Bayesian methods in health research, they are not widely used. This is partly due to a lack of courses in Bayesian methods at an appropriate level for non-statisticians in health research. Teaching such a course can be challenging because most statisticians have been taught Bayesian methods using a mathematical approach, and…

  20. Teaching in Medical Education | Center for Cancer Research

    Cancer.gov

    Many postdoctoral fellows are considering an academic career at a medical school. In addition to conducting research, new faculty members must learn effective teaching methodologies. This course will focus on good teaching practices, including basic strategies for developing and organizing a course. The purpose of the "Teaching in Medical Education (TIME)" course is to

  1. Teaching Methodologies in Spatial Planning for Integration of International Students

    NASA Astrophysics Data System (ADS)

    Virtudes, Ana; Cavaleiro, Victor

    2016-10-01

    Architecture (MIA) course, at the University of Beira Interior (UBI) in Portugal, to understand more about teaching methodologies, in order to promote the integration of international students. The study explores the teamwork tasks and the hetero-evaluation as new approaches in the teaching methodologies focused on the student-centred teaching. This research main conclusion is the need of promoting a shift from lecture-based and teacher-centred practices to student-centred approach.

  2. Engaging Future Clinical Oncology Researchers: An Initiative to Integrate Teaching of Biostatistics and Research Methodology into Specialty Training.

    PubMed

    Turner, S; Sundaresan, P; Mann, K; Pryor, D; Gebski, V; Shaw, T

    2016-05-01

    To evaluate the learner's perspectives on a novel workshop programme designed to improve skills in biostatistics, research methodology and critical appraisal in oncology. Trainees were surveyed anonymously at the completion of each annual workshop from 2012 to 2015. In total, 103 trainees in years 2-4 of training in radiation oncology responded, giving a 94% survey response rate. A 1 day workshop, designed by biostatisticians and radiation oncologist facilitators, is the central component of a programme teaching skills in biostatistics, research methods and critical appraisal. This links short didactic lectures about statistical concepts to interactive trainee discussions around discipline-related publications. The workshop was run in conjunction with the major radiation oncology clinical trials group meeting with alternating programmes (A and B). Most of the participants (44-47/47 for A and 48-55/56 for B), reported that their understanding of one or more individual topics improved as a result of teaching. Refinement of the workshop over time led to a more favourable perception of the 'optimal' balance between didactic/interactive teaching: nine of 27 (33%) 'optimal' responses seen in 2013 compared with 23 of 29 (79%) in 2015 (P < 0.001). Commonly reported themes were: clinician facilitators and access to biostatisticians helped contextualise learning and small group, structured discussions provided an environment conducive to learning. Overall, radiation oncology trainees reported positive perceptions of the educational value of this programme, with feedback identifying areas where this resource might be improved. This model could readily be adapted to suit other medical disciplines and/or other training environments, using specialty-specific research to illuminate key statistical concepts. Copyright © 2015 The Royal College of Radiologists. Published by Elsevier Ltd. All rights reserved.

  3. Teaching in Medical Education | Center for Cancer Research

    Cancer.gov

    Many postdoctoral fellows are considering an academic career at a medical school. In addition to conducting research, new faculty members must learn effective teaching methodologies. This course will focus on good teaching practices, including basic strategies for developing and organizing a course. The purpose of the "Teaching in Medical Education (TIME)" course is to increase the scientist's ability to teach in medical education. The course will provide basic knowledge in teaching methods, course planning, writing a syllabus and developing examinations.

  4. The Integrated Multi-Level Bilingual Teaching of "Social Research Methods"

    ERIC Educational Resources Information Center

    Zhu, Yanhan; Ye, Jian

    2012-01-01

    "Social Research Methods," as a methodology course, combines theories and practices closely. Based on the synergy theory, this paper tries to establish an integrated multi-level bilingual teaching mode. Starting from the transformation of teaching concepts, we should integrate interactions, experiences, and researches together and focus…

  5. Teaching Instrumentation and Methodology in Human Motion Analysis

    DTIC Science & Technology

    2001-10-25

    TEACHING INSTRUMENTATION AND METHODOLOGY IN HUMAN MOTION ANALYSIS V. Medved Faculty of Physical Education , University of Zagreb, Zagreb, Croatia...the introducement of teaching curricula to implement the apropriate knowledge. Problems are discussed of educating professionals and disseminating...University of Zagreb, undergraduate teaching of locomotion biomechanics is provided only at the Faculty of Physical Education . Following a need to teach

  6. Research on teaching methods.

    PubMed

    Oermann, M H

    1990-01-01

    studies attempted to identify variables that may influence learning, particularly characteristics of the learner. Only six investigators addressed learning styles and their interactions with the teaching method and outcomes (Gillies, 1984; Goldsmith, 1984; Kirchhoff & Holzemer, 1979; Kissinger & Munjas, 1981; Norris, 1986; Stein et al., 1972). Research in the future needs to focus on the relationship of different learner characteristics, attributes of the teaching method, and learning outcomes. In addition, initial learning, retention, transfer to practice, and instructional time should be studied. Characteristics of the teacher and setting and relationship to the methodologies used and outcomes of instruction need investigation. Research should attempt to identify optimal conditions for learning and ways in which methods should be used for particular students, subject matter, and points in the nursing curriculum...

  7. Teaching Research Methods Courses in Human Geography: Critical Reflections

    ERIC Educational Resources Information Center

    Crooks, Valorie A.; Castleden, Heather; Tromp-van Meerveld, Ilja

    2010-01-01

    The authors reflect critically on their experiences of teaching research methods/methodology/techniques (MMT) courses in human geography for the first time. Through a highly reflexive process involving journaling, they engage with the broader scholarship of teaching and learning approach. Three themes characterize commonalities in their…

  8. [Evaluation of the first training on clinical research methodology in Chile].

    PubMed

    Espinoza, Manuel; Cabieses, Báltica; Pedreros, César; Zitko, Pedro

    2011-03-01

    This paper describes the evaluation of the first training on clinical research methodology in Chile (EMIC-Chile) 12 months after its completion. An online survey was conducted for students and the Delphi method was used for the teaching team. Among the students, the majority reported that the program had contributed to their professional development and that they had shared some of the knowledge acquired with colleagues in their workplace. Forty-one percent submitted a project to obtain research funding through a competitive grants process once they had completed the course. Among the teachers, the areas of greatest interest were the communication strategy, teaching methods, the characteristics of the teaching team, and potential strategies for making the EMIC-Chile permanent in the future. This experience could contribute to future research training initiatives for health professionals. Recognized challenges are the involvement of nonmedical professions in clinical research, the complexities associated with the distance learning methodology, and the continued presence of initiatives of this importance at the national and regional level.

  9. Q Methodology for Post-Social-Turn Research in SLA

    ERIC Educational Resources Information Center

    Irie, Kay

    2014-01-01

    Q methodology, an approach to inquiry on the subjective views about a complex phenomenon/issue which has been increasingly employed in a wide range of social science fields has not yet been applied in language learning and teaching research. It is a unique approach that has characteristics of both qualitative and quantitative research methods. The…

  10. Contextual and Analytic Qualities of Research Methods Exemplified in Research on Teaching

    ERIC Educational Resources Information Center

    Svensson, Lennart; Doumas, Kyriaki

    2013-01-01

    The aim of the present article is to discuss contextual and analytic qualities of research methods. The arguments are specified in relation to research on teaching. A specific investigation is used as an example to illustrate the general methodological approach. It is argued that research methods should be carefully grounded in an understanding of…

  11. Research and Teaching PA: Towards Research as Teaching

    ERIC Educational Resources Information Center

    van der Meer, Frans-Bauke; Marks, Peter

    2016-01-01

    Research and teaching are core business of academic institutions. The research context is thought to be fruitful for teaching and learning, and students may contribute to research. But how exactly does the interplay between research and teaching take place and how, in what respects and under which conditions, does this contribute to the quality of…

  12. A Dissemination Methodology for Learning and Teaching Developments through Engaging and Embedding

    ERIC Educational Resources Information Center

    Treleaven, Lesley; Sykes, Chris; Ormiston, Jarrod

    2012-01-01

    Dissemination of learning and teaching innovation in higher education requires approaches to change that are socially contextualised, dynamic and self-reflexive. This article, therefore, presents a methodology for dissemination employing an embedding heuristic and engaging in participatory action research. The embedding approach emphasises three…

  13. Beyond Methodolatry: Two Conceptions of Relations between Theory and Research in Research on Teaching.

    ERIC Educational Resources Information Center

    Martin, Jack; Sugarman, Jeff

    1993-01-01

    Considers Aristotelian and Galilean views of the relationship between theory and empirical research, and argues that current models in research on teaching are Aristotelian in overly emphasizing the empirical and methodological branches of research programs to the detriment of the theoretical and conceptual. (SLD)

  14. The Impact of a Multifaceted Approach to Teaching Research Methods on Students' Attitudes

    ERIC Educational Resources Information Center

    Ciarocco, Natalie J.; Lewandowski, Gary W., Jr.; Van Volkom, Michele

    2013-01-01

    A multifaceted approach to teaching five experimental designs in a research methodology course was tested. Participants included 70 students enrolled in an experimental research methods course in the semester both before and after the implementation of instructional change. When using a multifaceted approach to teaching research methods that…

  15. LEARNING STYLE OF MEDICAL STUDENTS AND ITS CORRELATION WITH PREFERRED TEACHING METHODOLOGIES AND ACADEMIC ACHIEVEMENT.

    PubMed

    Bhalli, Muhammad Asif; Khan, Ishtiaq Ali; Sattar, Abdul

    2015-01-01

    Researchers have categorized the learning styles in many ways. Kolb proposed a classification of learner's styles as convergers, divergers, assimilators and accommodators. Honey and Mumford simplified learning styles as activists, reflectors, theorists and pragmatists. Neil Fleming's VARK model (Visual, Auditory, Read/write and Kinesthetic) is also popular. This study was carried out to determine the frequency of learning styles (Honey and Mumford) of medical students and its correlation with preferred teaching methodologies and academic achievements. A total of 77 medical students of 4th year MBBS were selected through non-probability convenient sampling for this study. Honey and Mumford's learning style questionnaire, and a 2nd questionnaire to know their preference for different teaching methodologies were distributed to the students. Learning styles were identified and correlated with preferred teaching methodologies and academic achievements by Chi-square test. Mean age of the medical students was 22.75 ± 1.05 years. Twenty one (27.3%) participants were males and 56 (72.7%) females. By learning styles, 7 (9.1%) medical students were activists, 36 (46.8%) reflectors, 13 (16.9%) theorists and 21 (27.3%) were pragmatists. Out of 77 students, 22 preferred interactive lectures; 16, small group discussion; 20 problem based learning, 10 preferred demonstration on models. Only 01 students preferred one-way lecture as the best teaching methodology. No significant correlation was found between learning styles and preferred teaching methodologies and learning styles and academic scores. Most of the medical students had reflector (46.8%) and pragmatist (27.3%) learning styles. Majority preferred interactive lectures (28.57%) and problem based learning (25.98%) as teaching methodologies. Aligning our instructional strategies with learning styles of the medical students will improve learning and academic performance.

  16. Undergraduate radiology education in private and public teaching hospitals in Karachi, Pakistan: teaching duties, methodologies, and rewards

    PubMed Central

    Nadeem, Naila; Khawaja, Ranish Deedar Ali; Beg, Madiha; Naeem, Muhammad; Majid, Zain

    2013-01-01

    Background In an integrated method of education, medical students are introduced to radiology in their preclinical years. However, no study has been conducted in Pakistan to demonstrate an academic framework of medical radiology education at an undergraduate level. Therefore, we aimed to document and compare the current level of teaching duties, teaching methodologies, and teaching rewards among radiologists and residents in private and public teaching hospitals in Karachi, Pakistan. Methods A survey was conducted among 121 radiologists and residents in two private and two public teaching hospitals in Karachi, Pakistan. Radiologists who were nationally registered with the Pakistan Medical and Dental Council either part-time or full-time were included. Radiology residents and fellows who were nationally registered with the Pakistan Medical and Dental Council were also included. Self-administered questionnaires addressing teaching duties, methods, and rewards were collected from 95 participants. Results The overall response rate was 78.51% (95/121). All of the radiologists were involved in teaching residents and medical students, but only 36% reported formal training in teaching skills. Although most of the respondents (76%) agreed that medical students appeared enthusiastic about learning radiology, the time spent on teaching medical students was less than five hours per week annually (82%). Only 37% of the respondents preferred dedicated clerkships over distributed clerkships (41%). The most common preferred teaching methodology overall was one-on-one interaction. Tutorials, teaching rounds, and problem-based learning sessions were less favored by radiologists than by residents. Teaching via radiology films (86%) was the most frequent mode of instruction. Salary (59%) was the most commonly cited teaching reward. The majority of respondents (88%) were not satisfied with their current level of teaching rewards. Conclusion All radiologists and residents working in an

  17. Decolonising Research and Teaching Methodologies: A "Ninth Moment" Symphony of Artist-Educator-Researcher Voices

    ERIC Educational Resources Information Center

    Jones, Janice K.; Batorowicz, Beata; Ladislas Derr, Robert; Peters, Sarah

    2015-01-01

    In an era of globalisation, positivist research methodologies and voices are privileged and funded over those of qualitative researchers. This has led to narrowing beliefs about what constitutes knowledge, and about the ways in which knowledge is constructed and evaluated, impacting upon the conduct, funding and reporting of arts research, and…

  18. Creativity Research: Implications for Teaching, Learning and Thinking.

    ERIC Educational Resources Information Center

    Petrowski, Mary Jane

    2000-01-01

    Explores reasons why creativity has only recently gained credibility as a legitimate research field and provides an overview of various disciplinary approaches and methodologies currently in use that are relevant to teaching and learning. Highlights include psychometrics; contextual approaches; experimental approaches; biographical, or…

  19. Education Research: The challenge of incorporating formal research methodology training in a neurology residency.

    PubMed

    Leira, E C; Granner, M A; Torner, J C; Callison, R C; Adams, H P

    2008-05-13

    Physicians often do not have good understanding of research methodology. Unfortunately, the mechanism to achieve this important competency in a busy neurology residency program remains unclear. We tested the value and degree of acceptance by neurology residents of a multimodal educational intervention that consisted of biweekly teaching sessions in place of an existing journal club, as a way to provide formal training in research and statistical techniques. We used a pre- and post-test design with an educational intervention in between using neurology residents at the University of Iowa as subjects. Each test had 40 questions of research methodology. The educational intervention consisted of a biweekly, structured, topic-centered, research methodology-oriented elective seminar following a year-long predefined curriculum. An exit survey was offered to gather resident's perceptions about the course. While a majority of residents agreed that the intervention enhanced their knowledge of research methodology, only 23% attended more than 40% of the sessions. There was no difference between pretest and post-test scores (p = 0.40). Our experience suggests that, in order to accomplish the Accreditation Council for Graduate Medical Education goals regarding increasing competency of residents in knowledge about research methodology, a major restructuring in the neurology residency curriculum with more intense formal training would be necessary.

  20. Experiential Approaches to Teaching Survey Research: Role Strains and Relationships.

    ERIC Educational Resources Information Center

    Suelzle, Marijean; And Others

    Research and instructional role strains are identified, based on the use of large-scale mail surveys for college self-study that are used to teach introductory research methodology. The two organizational hierarchies, the research model and the instructional model, are examined. Experiences at Northwestern University, Northeastern Illinois…

  1. The teaching researcher: faculty attitudes towards the teaching and research roles

    NASA Astrophysics Data System (ADS)

    Alpay, E.; Verschoor, R.

    2014-07-01

    Results from a survey on faculty attitudes towards the teaching and research roles are presented. Attention is given to: (i) the perceived value of teaching (and teaching achievements) relative to research, (ii) approaches for research and teaching integration, (iii) the satisfaction gained from typical work tasks, and (iv) the importance of various work-life factors. Factors such as academic freedom, an intellectual work environment, flexible work hours, inspirational colleagues, and work diversity are found to be highly valued. Support from peers and colleagues is also seen as a key in learning to manage the different academic roles. A relatively low value is attributed to teaching achievements. Likewise, there is often little utilisation of teaching opportunities to support research work (other than senior-year research projects). Female faculty were found to give marginally a higher importance to teaching recognition and collaborative teaching opportunities. Based on the findings, general recommendations for supporting the teaching researcher are presented.

  2. Teaching qualitative research to BSW students through exposure to aging.

    PubMed

    Sidell, Nancy L

    2007-01-01

    This article describes one rural program's efforts to expose students to gerontology through teaching qualitative research methodology. A collaborative research pilot project was developed with a local nursing home. BSW students worked in two groups to conduct and present qualitative research projects by the course's completion. This article describes the research project and evaluates the project's success from student and instructor viewpoints. Significant differences were found in self-reported student knowledge of key concepts at the project's completion, compared with pre-test knowledge. Student comments revealed value in this teaching approach. Implications for further engaging students in gerontological research are discussed.

  3. From Unity to Diversity: Twenty-Five Years of Language-Teaching Methodology

    ERIC Educational Resources Information Center

    Larsen-Freeman, Diane

    2012-01-01

    This article was written for the 25th anniversary of "English Teaching Forum" and published in 1987. In this article, the author describes methodological developments in the field of English language teaching over the past 25 years. The author has found it helpful to think of methodology being depicted as a triangle, with each angle of the…

  4. An Evaluation of Research Ethics in Undergraduate Health Science Research Methodology Programs at a South African University.

    PubMed

    Coetzee, Tanya; Hoffmann, Willem A; de Roubaix, Malcolm

    2015-10-01

    The amended research ethics policy at a South African University required the ethics review of undergraduate research projects, prompting the need to explore the content and teaching approach of research ethics education in health science undergraduate programs. Two qualitative data collection strategies were used: document analysis (syllabi and study guides) and semi-structured interviews with research methodology coordinators. Five main themes emerged: (a) timing of research ethics courses, (b) research ethics course content, (c) sub-optimal use of creative classroom activities to facilitate research ethics lectures, (d) understanding the need for undergraduate project research ethics review, and (e) research ethics capacity training for research methodology lecturers and undergraduate project supervisors. © The Author(s) 2015.

  5. Adaptation of Communicative Language Teaching Methodology to an English Textbook for English Language Learning of NIDA Students

    ERIC Educational Resources Information Center

    West, Andrew J.

    2016-01-01

    In this paper, the researcher focuses on assessing the language learning benefits for students of adapting the communicative language teaching (CLT) methodology to an English textbook, a methodology that, according to Richards (2006), Littlewood (2008) and others, is influential in shaping second language learning worldwide. This paper is intended…

  6. Case Study Methodology: Flexibility, Rigour, and Ethical Considerations for the Scholarship of Teaching and Learning

    ERIC Educational Resources Information Center

    Pearson, Marion L.; Albon, Simon P.; Hubball, Harry

    2015-01-01

    Individuals and teams engaging in the scholarship of teaching and learning (SoTL) in multidisciplinary higher education settings must make decisions regarding choice of research methodology and methods. These decisions are guided by the research context and the goals of the inquiry. With reference to our own recent experiences investigating…

  7. The Teaching Researcher: Faculty Attitudes towards the Teaching and Research Roles

    ERIC Educational Resources Information Center

    Alpay, E.; Verschoor, R.

    2014-01-01

    Results from a survey on faculty attitudes towards the teaching and research roles are presented. Attention is given to: (i) the perceived value of teaching (and teaching achievements) relative to research, (ii) approaches for research and teaching integration, (iii) the satisfaction gained from typical work tasks, and (iv) the importance of…

  8. Developing a Pedagogy for Teaching Self-Study Research: Lessons Learned across the Atlantic

    ERIC Educational Resources Information Center

    Lunenberg, Mieke; Samaras, Anastasia P.

    2011-01-01

    This article reports on a collective self-study from our multiple and unique experiences of teaching self-study research in the Netherlands and the United States. Through the methodology of dialog, we merged what we learned from our individual studies which resulted in six guidelines for a pedagogy for teaching self-study research. Without…

  9. Teaching Phenomenological Research and Writing.

    PubMed

    Adams, Catherine; van Manen, Michael Anders

    2017-05-01

    In this article, we describe our approach and philosophical methodology of teaching and doing phenomenology. The human science seminar that we offer involves participants in the primary phenomenological literature as well as in a variety of carefully engaged writing exercises. Each seminar participant selects a personal phenomenological project that aims at producing a publishable research paper. We show how the qualitative methodology of hermeneutic phenomenology requires of its practitioner a sensitivity and attitudinal disposition that has to be internalized and that cannot be captured in a procedural or step-by-step program. Our experience is that seminar participants become highly motivated and committed to their phenomenological project while involved in the rather intense progression of lectures, workshop activities, readings, and discussions.

  10. Teaching Camera Calibration by a Constructivist Methodology

    ERIC Educational Resources Information Center

    Samper, D.; Santolaria, J.; Pastor, J. J.; Aguilar, J. J.

    2010-01-01

    This article describes the Metrovisionlab simulation software and practical sessions designed to teach the most important machine vision camera calibration aspects in courses for senior undergraduate students. By following a constructivist methodology, having received introductory theoretical classes, students use the Metrovisionlab application to…

  11. The Future of Teaching Research in the Social Sciences

    ERIC Educational Resources Information Center

    Wagner, C.

    2009-01-01

    Current literature on teaching research methodology in the social sciences highlights the changing nature of our world in terms of its complexity and diversity, and points to how this affects the way in which we search for answers to related problems (Brew 2003, 3; Tashakkori and Teddlie 2003, 74). New ways of approaching research problems that…

  12. THE CONTRIBUTIONS OF PSYCHOLOGICAL THEORY AND EDUCATIONAL RESEARCH TO THE TEACHING OF FOREIGN LANGUAGES.

    ERIC Educational Resources Information Center

    CARROLL, JOHN B.

    THIS ADDRESS, GIVEN AT THE INTERNATIONAL CONFERENCE ON MODERN FOREIGN LANGUAGE TEACHING (BERLIN, SEPTEMBER 1964), PRESENTS A GENERAL DISCUSSION OF THE PRESENT SCOPE, ROLE, AND POTENTIAL USE OF RESEARCH IN FOREIGN LANGUAGE TEACHING METHODOLOGY, AND MAINTAINS THAT THE BEST RESEARCH IS THAT WHICH IS CLOSELY ALLIED WITH THEORY, AND THE HARDEST TO…

  13. Research on Written Composition: New Directions for Teaching.

    ERIC Educational Resources Information Center

    Hillocks, George, Jr.

    Reflecting changes in the focus and methodology of writing research over the past 20 years, this book provides a meta-analysis of studies on teaching approaches and focuses on composition instruction at the elementary, secondary, and college levels. The first chapter of the book examines general studies of the composing process, studies of process…

  14. Studies in Teaching: 2007 Research Digest. Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, December 12, 2007)

    ERIC Educational Resources Information Center

    McCoy, Leah P., Ed.

    2007-01-01

    These Proceedings document an educational research forum held at Wake Forest University (Winston-Salem, North Carolina) on December 12, 2007. Table of contents and 23 research studies of high school teaching are included. Each paper contains a literature review, methodology, results, conclusions, and references. Studies include: (1) Cultural…

  15. Ideologies "of" English Language Teaching in Iranian Academic Research: Mainstream, Alternative, and Beyond

    ERIC Educational Resources Information Center

    Mirhosseini, Seyyed-Abdolhamid; Ghafar Samar, Reza

    2015-01-01

    Mainstream trends of English language teaching (ELT) are predominantly constructed within the epistemological boundaries shaped by the traditional conceptions of linguistics, learning, and teaching as well as positivist research methodology. What tends to be overshadowed by such conceptions is the underlying foundational belief structure of ELT…

  16. A Methodology for Teaching Afro-American Literature.

    ERIC Educational Resources Information Center

    Kittrell, Jean

    This paper outlines a system of methods for teaching Afro-American Literature at the secondary and college level. Seven goals of the methodology are presented for the course, including making the students familiar with various definitions of black literature, helping the students use the tools of literary analysis in the discussion of black…

  17. Research design: the methodology for interdisciplinary research framework.

    PubMed

    Tobi, Hilde; Kampen, Jarl K

    2018-01-01

    Many of today's global scientific challenges require the joint involvement of researchers from different disciplinary backgrounds (social sciences, environmental sciences, climatology, medicine, etc.). Such interdisciplinary research teams face many challenges resulting from differences in training and scientific culture. Interdisciplinary education programs are required to train truly interdisciplinary scientists with respect to the critical factor skills and competences. For that purpose this paper presents the Methodology for Interdisciplinary Research (MIR) framework. The MIR framework was developed to help cross disciplinary borders, especially those between the natural sciences and the social sciences. The framework has been specifically constructed to facilitate the design of interdisciplinary scientific research, and can be applied in an educational program, as a reference for monitoring the phases of interdisciplinary research, and as a tool to design such research in a process approach. It is suitable for research projects of different sizes and levels of complexity, and it allows for a range of methods' combinations (case study, mixed methods, etc.). The different phases of designing interdisciplinary research in the MIR framework are described and illustrated by real-life applications in teaching and research. We further discuss the framework's utility in research design in landscape architecture, mixed methods research, and provide an outlook to the framework's potential in inclusive interdisciplinary research, and last but not least, research integrity.

  18. Research Teaching Pedagogy: Lessons Learned from an Arabic Language Intervention Pilot Study

    ERIC Educational Resources Information Center

    Christ, Thomas W.; Elmetaher, Hosam

    2012-01-01

    Teaching mixed methods and action research to graduate students has great advantages but also poses interesting challenges. The purpose of this article is to make transparent the process by which a mixed methods research instructor helped inform a student-researcher of the limitations in a pilot study that was compromised by methodology, including…

  19. Situating methodology within qualitative research.

    PubMed

    Kramer-Kile, Marnie L

    2012-01-01

    Qualitative nurse researchers are required to make deliberate and sometimes complex methodological decisions about their work. Methodology in qualitative research is a comprehensive approach in which theory (ideas) and method (doing) are brought into close alignment. It can be difficult, at times, to understand the concept of methodology. The purpose of this research column is to: (1) define qualitative methodology; (2) illuminate the relationship between epistemology, ontology and methodology; (3) explicate the connection between theory and method in qualitative research design; and 4) highlight relevant examples of methodological decisions made within cardiovascular nursing research. Although there is no "one set way" to do qualitative research, all qualitative researchers should account for the choices they make throughout the research process and articulate their methodological decision-making along the way.

  20. Towards a Collaborative Action Research in Spain to Improve Teaching Practice

    ERIC Educational Resources Information Center

    Fernández-Díaz, Elia; Calvo, Adelina; Rodríguez-Hoyos, Carlos

    2014-01-01

    This article describes a collaborative action research process in pre-school and primary education in Spain during a four-year period (2006-2010). The aim was the need to promote a level of reflection among the participants as to their teaching practice. The methodology used was a technologically mediated action research process. The results are…

  1. Some Pre-Methodological Considerations in Foreign-Language Teaching.

    ERIC Educational Resources Information Center

    Higgs, Theodore V.

    1981-01-01

    Combines studies in cognitive psychology and language acquisition with observations of pedagogical materials and student performance to analyze foreign-language teaching from the perspective of what students and teachers need to understand about language learning and language before meaningful debate over methodology can be undertaken. (Author/MES)

  2. [Teaching and learning the science of qualitative research in the health area].

    PubMed

    Calderón, Carlos

    2012-03-01

    Qualitative research constitutes a necessary perspective of knowledge within the field of health services. Healthcare always occurs in complex contexts and its enhancement requires research methodologies that address this complexity. Nevertheless, the knowledge and use of qualitative research in health services is still very limited. Among the different factors that affect its development, the teaching and learning of qualitative research proves to be fundamental, even beyond undergraduate education. Healthcare professionals and health services present certain specific aspects that must be considered in the design and development of the teaching and learning of qualitative research. Based on an eight-year online training experience with Primary Healthcare professionals, the main challenges are indentified and discussed.

  3. The Research-Teaching Nexus: Using a Construction Teaching Event as a Research Tool

    ERIC Educational Resources Information Center

    Casanovas-Rubio, Maria del Mar; Ahearn, Alison; Ramos, Gonzalo; Popo-Ola, Sunday

    2016-01-01

    In principle, the research-teaching nexus should be seen as a two-way link, showing not only ways in which research supports teaching but also ways in which teaching supports research. In reality, the discussion has been limited almost entirely to the first of these practices. This paper presents a case study in which some student field-trip…

  4. Teaching and assessing procedural skills using simulation: metrics and methodology.

    PubMed

    Lammers, Richard L; Davenport, Moira; Korley, Frederick; Griswold-Theodorson, Sharon; Fitch, Michael T; Narang, Aneesh T; Evans, Leigh V; Gross, Amy; Rodriguez, Elliot; Dodge, Kelly L; Hamann, Cara J; Robey, Walter C

    2008-11-01

    Simulation allows educators to develop learner-focused training and outcomes-based assessments. However, the effectiveness and validity of simulation-based training in emergency medicine (EM) requires further investigation. Teaching and testing technical skills require methods and assessment instruments that are somewhat different than those used for cognitive or team skills. Drawing from work published by other medical disciplines as well as educational, behavioral, and human factors research, the authors developed six research themes: measurement of procedural skills; development of performance standards; assessment and validation of training methods, simulator models, and assessment tools; optimization of training methods; transfer of skills learned on simulator models to patients; and prevention of skill decay over time. The article reviews relevant and established educational research methodologies and identifies gaps in our knowledge of how physicians learn procedures. The authors present questions requiring further research that, once answered, will advance understanding of simulation-based procedural training and assessment in EM.

  5. Art-Based Research of Constructivist Teaching=Umjetnicki utemeljeno istraživanje konstruktivisticke nastave

    ERIC Educational Resources Information Center

    Topolovcan, Tomislav

    2016-01-01

    This paper provides a critical analysis of art-based research in education, that is, in constructivist learning and teaching. It presents the methodological features and advantages of art-based research in terms of the axiological, ontological and epistemological features of the constructivist, participatory and critical scientific paradigm, and…

  6. Impact of the Surgical Research Methodology Program on surgical residents' research profiles.

    PubMed

    Farrokhyar, Forough; Amin, Nalin; Dath, Deepak; Bhandari, Mohit; Kelly, Stephan; Kolkin, Ann M; Gill-Pottruff, Catherine; Skot, Martina; Reid, Susan

    2014-01-01

    To evaluate whether implementing the formal Surgical Research Methodology (SRM) Program in the surgical residency curriculum improved research productivity compared with the preceding informal Research Seminar Series (RSS). The SRM Program replaced the RSS in July 2009. In the SRM Program, the curriculum in Year-1 consisted of 12 teaching sessions on the principles of clinical epidemiology and biostatistics, whereas the focus in Year-2 was on the design, conduct, and presentation of a research project. The RSS consisted of 8 research methodology sessions repeated annually for 2 years along with the design, conduct, and presentation of a research project. Research productivity was measured as the number of peer-reviewed publications and the generation of studies with higher levels of evidence. Outcome measures were independently assessed by 2 authors to avoid bias. Student t test and chi-square test were used for the analysis. Frequencies, mean differences with 95% CI, and effect sizes have been reported. In this study, 81 SRM residents were compared with 126 RSS residents. The performance of the SRM residents was superior on all metrics in our evaluation. They were significantly more productive and published more articles than the RSS residents (mean difference = 1.0 [95% CI: 0.5-1.5], p < 0.001) with an effect size of 0.26. The SRM residents presented significantly more projects that were of higher levels of evidence (systematic reviews/meta-analyses, randomized controlled trials, and prospective cohorts) than the RSS residents (52.5% vs 29%, p = 0.005). In addition, the research performance improved 11.0 grades (95% CI: 8.5%-13.5%, p < 0.001) with an effect size of 0.51 in favor of the SRM Program. Although not all surgeons opt for a career as surgeon-scientist, knowledge of research methodology is crucial to appropriately apply evidence-based findings in clinical practice. The SRM Program has significantly improved the research productivity and performance of

  7. Expert patient illness narratives as a teaching methodology: A mixed method study of student nurses satisfaction.

    PubMed

    Feijoo-Cid, Maria; Moriña, David; Gómez-Ibáñez, Rebeca; Leyva-Moral, Juan M

    2017-03-01

    To evaluate nursing students' satisfaction with Expert Patient Illness Narratives as a teaching and learning methodology based on patient involvement. Mixed methods were used in this study: online survey with quantitative and qualitative items designed by researchers. Sixty-four nursing students of the Universitat Autònoma de Barcelona, attending a Medical Anthropology elective course. Women more frequently considered that the new learning methodology was useful in developing the competency "to reason to reason the presence of the triad Health-Illness-Care in all the groups, societies and historical moments" (p-value=0.02) and in that it was consolidated as a learning outcome (p-value=0.022). On the other hand, men considered that this methodology facilitated the development of critical thinking (p=0.01) and the ability to identify normalized or deviant care situations (p=0.007). Students recognized the value of Expert Patient Illness Narratives in their nursing training as a way to acquire new nursing skills and broaden previously acquired knowledge. This educational innovation improved nursing skills and provided a different and richer perspective of humanization of care. The results of the present study demonstrate that nursing students found Expert Patient Illness Narratives satisfactory as a learning and teaching methodology, and reported improvement in different areas of their training and also the integration of new knowledge, meaning, theory applicability, as well las critical and reflective thinking. Involvement of patients as storytellers also provides a new humanizing perspective of care. Nonetheless, further studies of Expert Patient Illness Narratives are needed in order to improve its benefits as a teaching and learning methodology. Copyright © 2016 Elsevier Ltd. All rights reserved.

  8. The Progression of Prospective Primary Teachers' Conceptions of the Methodology of Teaching

    ERIC Educational Resources Information Center

    Rivero, Ana; Azcarate, Pilar; Porlan, Rafael; del Pozo, Rosa Martin; Harres, Joao

    2011-01-01

    This article describes the evolution of prospective primary teachers' conceptions of the methodology of teaching. Three categories were analyzed: the concept of activity, the organization of activities, and the concept of teaching resources. The study was conducted with five teams of prospective teachers, who were participating in teacher…

  9. Assessment of a Group Activity Based Educational Method to Teach Research Methodology to Undergraduate Medical Students of a Rural Medical College in Gujarat, India.

    PubMed

    Kumar, Dinesh; Singh, Uday Shankar; Solanki, Rajanikant

    2015-07-01

    Early undergraduate exposure to research helps in producing physicians who are better equipped to meet their professional needs especially the analytical skills. To assess the effectiveness and acceptability of small group method in teaching research methodology. Sixth semester medical undergraduates (III MBBS-part1) of a self-financed rural medical college. The workshop was of two full days duration consisting of daily two sessions by faculty for 30 minutes, followed by group activity of about four hours and presentation by students at the end of the day. A simple 8 steps approach was used. These steps are Identify a Problem, Refine the Problem, Determine a Solution, Frame the Question, Develop a Protocol, Take Action, Write the Report and Share your Experience. A Pre-test and post-test assessment was carried out using a questionnaire followed by anonymous feedback at the end of the workshop. The responses were evaluated by blinded evaluator. There were 95 (94.8%) valid responses out of the 99 students, who attended the workshop. The mean Pre-test and post-test scores were 4.21 and 10.37 respectively and the differences were found to be significant using Wilcoxon Sign Rank test (p<0.001). The median feedback score regarding relevance, skill learning, quality of facilitation, gain in knowledge was four and that of experience of group learning was 5 on a Likert scale of 1-5.There were no significant differences between male and female students in terms of Pre-test, post-test scores and overall gain in scores. Participatory research methodology workshop can play a significant role in teaching research to undergraduate students in an interesting manner. However, the long term effect of such workshops needs to be evaluated.

  10. Can teaching research methodology influence students' attitude toward science? Cohort study and nonrandomized trial in a single medical school.

    PubMed

    Vujaklija, Ana; Hren, Darko; Sambunjak, Dario; Vodopivec, Ivana; Ivanis, Ana; Marusić, Ana; Marusić, Matko

    2010-02-01

    Medical teaching aims to develop attitudes and behaviors underlying professional competence of future physicians. We investigated whether a mandatory course on scientific methodology in the second study year could affect students' attitudes toward science in medicine. In a longitudinal study, students (n = 241) enrolling in 2001-2002 academic year at a single medical school were followed up until graduation in 2006-2007. Each year, they filled out a Likert-type questionnaire of 18 statements evaluating attitude toward science. Direct influence of the course on students' attitudes was tested in a nonrandomized controlled trial with the 2006-2007 second year student cohort. Positive students' attitudes toward science increased during study years (mean [SD] score of the maximum score of 90): from 57.6 (6.0) in the first to 69.8 (10.4) in the sixth year. There was a significant trend of increase in attitudes with the years of study (cubic trend by polynomial contrasts analysis, P = 0.011). Attendance of a course on research methodology significantly increased positive attitudes (score, 67.0 [7.0] before and 70.8 [7.5] after course, P = 0.032 vs control group), regardless of grade point average. The intervention had an effect even when the influence of the initial attitude was accounted for (F1,140 = 9.25, P = 0.003; analysis of covariance). The attitude changes after the course was greatest in students with low initial attitude scores (Spearman rinitial score, score difference, -0.44). Medical students have positive attitudes toward science and scientific method in medicine. Attendance of a course on research methodology had positive short-term effect on students' attitudes toward science. This positive effect should be maintained by vertical integration of the course in the medical curriculum.

  11. Teaching to Enhance Research

    ERIC Educational Resources Information Center

    Harland, Tony

    2016-01-01

    In this paper, I present a conceptual argument for "teaching-led research" in which university lecturers construct courses that directly and positively influence their research, while at the same time, safeguard and enhance the student experience. A research-pedagogy for higher education considers the link between teaching and research,…

  12. [Teaching nursing research at bachelor and second level degree: opinions of nursing associate professors and nursing researchers].

    PubMed

    D'Aliesio, Lorella; Vellone, Ercole; Rega, Maria Luisa; Galletti, Caterina

    2006-01-01

    Nursing research is a systematic and very important enquiry for improving clients' quality of life and effective and efficient nursing care. National and international literature state that all nurses should have knowledge and responsibilities in research which are different in relation to their educational level. The aim of the present study was to collect opinions of the new professors in nursing about objectives, contents and methods for teaching nursing research at Bachelor and Master Degree. The sample was made of nine participants who were interviewed by twenty questions sent by e-mail. The interviews were analysed using quantitative-descriptive and qualitative-phenomenological methods (triangulation). Interviews revealed that Bachelor students should be educated to retrieve and criticise scientific literature, to apply research finding in practice and to collaborate in research studies; Master students should improve knowledge of Bachelor degree and be able to design and conduct research studies. Participants emphasised the importance of using active methodologies for teaching and to involve students in research. By analysing the literature and the results of the present study educational objectives for teaching nursing research at Bachelor and Master degree are defined.

  13. Teaching for Conceptual Change in a Density Unit Taught to 7th Graders: Comparing Two Teaching Methodologies--Scientific Inquiry and a Traditional Approach

    ERIC Educational Resources Information Center

    Holveck, Susan E.

    2012-01-01

    This mixed methods study was designed to compare the effect of using an inquiry teaching methodology and a more traditional teaching methodology on the learning gains of students who were taught a five-week conceptual change unit on density. Seventh graders (N = 479) were assigned to five teachers who taught the same unit on density using either a…

  14. Cluster-randomized Studies in Educational Research: Principles and Methodological Aspects

    PubMed Central

    Dreyhaupt, Jens; Mayer, Benjamin; Keis, Oliver; Öchsner, Wolfgang; Muche, Rainer

    2017-01-01

    An increasing number of studies are being performed in educational research to evaluate new teaching methods and approaches. These studies could be performed more efficiently and deliver more convincing results if they more strictly applied and complied with recognized standards of scientific studies. Such an approach could substantially increase the quality in particular of prospective, two-arm (intervention) studies that aim to compare two different teaching methods. A key standard in such studies is randomization, which can minimize systematic bias in study findings; such bias may result if the two study arms are not structurally equivalent. If possible, educational research studies should also achieve this standard, although this is not yet generally the case. Some difficulties and concerns exist, particularly regarding organizational and methodological aspects. An important point to consider in educational research studies is that usually individuals cannot be randomized, because of the teaching situation, and instead whole groups have to be randomized (so-called “cluster randomization”). Compared with studies with individual randomization, studies with cluster randomization normally require (significantly) larger sample sizes and more complex methods for calculating sample size. Furthermore, cluster-randomized studies require more complex methods for statistical analysis. The consequence of the above is that a competent expert with respective special knowledge needs to be involved in all phases of cluster-randomized studies. Studies to evaluate new teaching methods need to make greater use of randomization in order to achieve scientifically convincing results. Therefore, in this article we describe the general principles of cluster randomization and how to implement these principles, and we also outline practical aspects of using cluster randomization in prospective, two-arm comparative educational research studies. PMID:28584874

  15. Cluster-randomized Studies in Educational Research: Principles and Methodological Aspects.

    PubMed

    Dreyhaupt, Jens; Mayer, Benjamin; Keis, Oliver; Öchsner, Wolfgang; Muche, Rainer

    2017-01-01

    An increasing number of studies are being performed in educational research to evaluate new teaching methods and approaches. These studies could be performed more efficiently and deliver more convincing results if they more strictly applied and complied with recognized standards of scientific studies. Such an approach could substantially increase the quality in particular of prospective, two-arm (intervention) studies that aim to compare two different teaching methods. A key standard in such studies is randomization, which can minimize systematic bias in study findings; such bias may result if the two study arms are not structurally equivalent. If possible, educational research studies should also achieve this standard, although this is not yet generally the case. Some difficulties and concerns exist, particularly regarding organizational and methodological aspects. An important point to consider in educational research studies is that usually individuals cannot be randomized, because of the teaching situation, and instead whole groups have to be randomized (so-called "cluster randomization"). Compared with studies with individual randomization, studies with cluster randomization normally require (significantly) larger sample sizes and more complex methods for calculating sample size. Furthermore, cluster-randomized studies require more complex methods for statistical analysis. The consequence of the above is that a competent expert with respective special knowledge needs to be involved in all phases of cluster-randomized studies. Studies to evaluate new teaching methods need to make greater use of randomization in order to achieve scientifically convincing results. Therefore, in this article we describe the general principles of cluster randomization and how to implement these principles, and we also outline practical aspects of using cluster randomization in prospective, two-arm comparative educational research studies.

  16. An exploration for research-oriented teaching model in biology teaching.

    PubMed

    Xing, Wanjin; Mo, Morigen; Su, Huimin

    2014-07-01

    Training innovative talents, as one of the major aims for Chinese universities, needs to reform the traditional teaching methods. The research-oriented teaching method has been introduced and its connotation and significance for Chinese university teaching have been discussed for years. However, few practical teaching methods for routine class teaching were proposed. In this paper, a comprehensive and concrete research-oriented teaching model with contents of reference value and evaluation method for class teaching was proposed based on the current teacher-guiding teaching model in China. We proposed that the research-oriented teaching model should include at least seven aspects on: (1) telling the scientific history for the skills to find out scientific questions; (2) replaying the experiments for the skills to solve scientific problems; (3) analyzing experimental data for learning how to draw a conclusion; (4) designing virtual experiments for learning how to construct a proposal; (5) teaching the lesson as the detectives solve the crime for learning the logic in scientific exploration; (6) guiding students how to read and consult the relative references; (7) teaching students differently according to their aptitude and learning ability. In addition, we also discussed how to evaluate the effects of the research-oriented teaching model in examination.

  17. Teaching research methodology to student midwives through a socio-constructivist educational model: The experience of the high school for science and health techniques of Tunis.

    PubMed

    Gherissi, Atf; Tinsa, Francine; Soussi, Sonia; Benzarti, Anis

    2016-02-01

    Since its independence in 1956, Tunisia's maternal health indicators have steadily improved as the result of the implementation of a national holistic strategy that emancipated women and developed midwifery education and maternal health services provision. The last review of the midwifery education programme, occurred in 2008, and was based on evidence based core competencies. This paper describes the implementation process of the socio-constructivist educational model used by to teach research methodology to student midwives, the changes observed among them, the challenges and the lessons learned. Copyright © 2015 Elsevier Ltd. All rights reserved.

  18. Teaching Psychology in Medicine: The Context, Methodologies and Doctor's Professional Identity.

    PubMed

    Ouakinin, Silvia

    2016-12-30

    Teaching Psychology in medical curriculum has been the subject of numerous dissertations that focus on the relevance of this knowledge for doctors, at a general level. A non-systematic review of the relevant literature, particularly from the last decade, as well as national and international recommendations addressing the need for integration of behavioural and social sciences in medical training, was performed. The literature supports the existence of preconceptions and negative attitudes towards the role of psychology in medical education, demonstrated by research in various european and american universities. The socio-cultural context, the different methodologies and barriers experienced by teachers in medical education are listed and provide the matrix for a more comprehensive discussion of the development of the doctor's identity. Revisiting the experience of many years of teaching Medical Psychology, it is considered that the process of integration of this curricular area should occur horizontally and vertically throughout the course, stressing the need for the pedagogical training of teachers. Concepts that arise from personal reflection, adjusted to the reality of our education and the basic principles that guide it, are elaborated in order to integrate the teaching of Psychology in Medicine, emphasizing its importance and utility in the competencies and abilities of future doctors.

  19. Feminist methodologies and engineering education research

    NASA Astrophysics Data System (ADS)

    Beddoes, Kacey

    2013-03-01

    This paper introduces feminist methodologies in the context of engineering education research. It builds upon other recent methodology articles in engineering education journals and presents feminist research methodologies as a concrete engineering education setting in which to explore the connections between epistemology, methodology and theory. The paper begins with a literature review that covers a broad range of topics featured in the literature on feminist methodologies. Next, data from interviews with engineering educators and researchers who have engaged with feminist methodologies are presented. The ways in which feminist methodologies shape their research topics, questions, frameworks of analysis, methods, practices and reporting are each discussed. The challenges and barriers they have faced are then discussed. Finally, the benefits of further and broader engagement with feminist methodologies within the engineering education community are identified.

  20. Feminist Methodologies and Engineering Education Research

    ERIC Educational Resources Information Center

    Beddoes, Kacey

    2013-01-01

    This paper introduces feminist methodologies in the context of engineering education research. It builds upon other recent methodology articles in engineering education journals and presents feminist research methodologies as a concrete engineering education setting in which to explore the connections between epistemology, methodology and theory.…

  1. Thoughts on an Indigenous Research Methodology.

    ERIC Educational Resources Information Center

    Steinhauer, Evelyn

    2002-01-01

    Reviews writings of Indigenous scholars concerning the need for and nature of an Indigenous research methodology. Discusses why an Indigenous research methodology is needed; the importance of relational accountability in such a methodology; why Indigenous people must conduct Indigenous research; Indigenous knowledge and ways of knowing (including…

  2. Teaching Science through Research.

    ERIC Educational Resources Information Center

    Hugerat, Muhamad; Zidani, Saleem; Kurtam, Naji

    2003-01-01

    Discusses the objectives of the science curriculum and the teacher's responsibility of passing through not only the required material, but also skills. Suggests that in order to improve teaching and learning skills, new strategies, such as teaching and learning through research must be utilized. Presents four examples of teaching and learning…

  3. A Collaboration-Mediated Exploration of Nonnative L2 Teachers' Cognition of Language Teaching Methodology

    ERIC Educational Resources Information Center

    Tajeddin, Zia; Aryaeian, Nafeeseh

    2017-01-01

    The present study sought to investigate nonnative L2 teachers' cognition of teaching methodology based on their collaborative talks. Participants were 12 nonnative EFL teachers categorized into three collaborative discussion groups by their teaching experience. Collaborative discussions were aimed at exploring the participants' cognition of…

  4. The Planning of Teaching in the Context of Lesson Study: Research Findings

    ERIC Educational Resources Information Center

    Kanellopoulou, Eurydice-Maria; Darra, Maria

    2018-01-01

    The main purpose of the present study is to examine the attitudes, perceptions and experiences of the teachers participating in the planning of teaching in the context of the Lesson Study. The present work, which is part of a wider research effort, followed a mixed methodological planning for reasons of triangulation. The survey was conducted from…

  5. Methodology for research I.

    PubMed

    Garg, Rakesh

    2016-09-01

    The conduct of research requires a systematic approach involving diligent planning and its execution as planned. It comprises various essential predefined components such as aims, population, conduct/technique, outcome and statistical considerations. These need to be objective, reliable and in a repeatable format. Hence, the understanding of the basic aspects of methodology is essential for any researcher. This is a narrative review and focuses on various aspects of the methodology for conduct of a clinical research. The relevant keywords were used for literature search from various databases and from bibliographies of the articles.

  6. The Progression of Prospective Primary Teachers' Conceptions of the Methodology of Teaching

    NASA Astrophysics Data System (ADS)

    Rivero, Ana; Azcárate, Pilar; Porlán, Rafael; Martín Del Pozo, Rosa; Harres, Joao

    2011-11-01

    This article describes the evolution of prospective primary teachers' conceptions of the methodology of teaching. Three categories were analyzed: the concept of activity, the organization of activities, and the concept of teaching resources. The study was conducted with five teams of prospective teachers, who were participating in teacher education courses of a constructivist orientation. The results showed very different itineraries in the processes of change, and the presence of two major obstacles—the belief that teaching is the direct cause of learning, and epistemological absolutism. The study allows us to deduce some implications for initial teacher education.

  7. A multimedia approach for teaching human embryology: Development and evaluation of a methodology.

    PubMed

    Moraes, Suzana Guimarães; Pereira, Luis Antonio Violin

    2010-12-20

    Human embryology requires students to understand the simultaneous changes in embryos, but students find it difficult to grasp the concepts presented and to visualise the related processes in three dimensions. The aims of this study have been to develop and evaluate new educational materials and a teaching methodology based on multimedia approaches to improve the comprehension of human development. The materials developed at the State University of Campinas include clinical histories, movies, animations, and ultrasound, as well as autopsy images from embryos and foetuses. The series of embryology lectures were divided into two parts. The first part of the series addressed the development of the body's structures, while in the second part, clinical history and the corresponding materials were shown to the students, who were encouraged to discuss the malformations. The teaching materials were made available on software used by the students in classes. At the end of the discipline, the material and methodology were evaluated with an attitudinal instrument, interviews, and knowledge examination. The response rate to the attitudinal instrument was 95.35%, and the response rate to the interview was 46%. The students approved of the materials and the teaching methodology (reliability of the attitudinal instrument was 0.9057). The exams showed that most students scored above 6.0. A multimedia approach proved useful for solving an important problem associated with teaching methods in many medical institutions: the lack of integration between basic sciences and clinical disciplines. 2010 Elsevier GmbH. All rights reserved.

  8. Workshops as a Research Methodology

    ERIC Educational Resources Information Center

    Ørngreen, Rikke; Levinsen, Karin

    2017-01-01

    This paper contributes to knowledge on workshops as a research methodology, and specifically on how such workshops pertain to e-learning. A literature review illustrated that workshops are discussed according to three different perspectives: workshops as a means, workshops as practice, and workshops as a research methodology. Focusing primarily on…

  9. Teaching clinical research methodology to the academic medical community: a fifteen-year retrospective of a comprehensive curriculum.

    PubMed

    Supino, Phyllis G; Borer, Jeffrey S

    2007-05-01

    Due to inadequate preparation, many medical professionals are unable to critically evaluate published research articles or properly design, execute and present their own research. To increase exposure among physicians, medical students, and allied health professionals to diverse methodological issues involved in performing research. A comprehensive course on research methodology was newly designed for physicians and other members of an academic medical community, and has been successfully implemented beginning 1991. The role of the study hypothesis is highlighted; interactive pedagogical techniques are employed to promote audience engagement. Participants complete an annual evaluation to assess course quality and perceived outcomes. Outcomes also are assessed qualitatively by faculty. More than 500 physicians/other professionals have participated. Ratings have been consistently high. Topics deemed most valuable are investigational planning, hypothesis construction and study designs. An enhancement of capacity to define hypotheses and apply methodological concepts in the criticism of scientific papers and development of protocols/manuscripts has been observed. Participants and faculty believe the course improves critical appraisal skills and ability to conduct research. Our experience shows it is feasible to accomplish these objectives, with a high level of satisfaction, through a didactic program targeted to the general academic community.

  10. Development of a Teaching Methodology for Undergraduate Human Development in Psychology

    ERIC Educational Resources Information Center

    Rodriguez, Maria A.; Espinoza, José M.

    2015-01-01

    The development of a teaching methodology for the undergraduate Psychology course Human Development II in a private university in Lima, Peru is described. The theoretical framework consisted of an integration of Citizen Science and Service Learning, with the application of Information and Communications Technology (ICT), specifically Wikipedia and…

  11. Motivating Students for Project-based Learning for Application of Research Methodology Skills.

    PubMed

    Tiwari, Ranjana; Arya, Raj Kumar; Bansal, Manoj

    2017-12-01

    Project-based learning (PBL) is motivational for students to learn research methodology skills. It is a way to engage and give them ownership over their own learning. The aim of this study is to use PBL for application of research methodology skills for better learning by encouraging an all-inclusive approach in teaching and learning rather than an individualized tailored approach. The present study was carried out for MBBS 6 th - and 7 th -semester students of community medicine. Students and faculties were sensitized about PBL and components of research methodology skills. They worked in small groups. The students were asked to fill the student feedback Questionnaire and the faculty was also asked to fill the faculty feedback Questionnaire. Both the Questionnaires were assessed on a 5 point Likert scale. After submitted projects, document analysis was done. A total of 99 students of the 6 th and 7 th semester were participated in PBL. About 90.91% students agreed that there should be continuation of PBL in subsequent batches. 73.74% felt satisfied and motivated with PBL, whereas 76.77% felt that they would be able to use research methodology in the near future. PBL requires considerable knowledge, effort, persistence, and self-regulation on the part of the students. They need to devise plans, gather information evaluate both the findings, and their approach. Facilitator plays a critical role in helping students in the process by shaping opportunity for learning, guiding students, thinking, and helping them construct new understanding.

  12. The Scholarship of Teaching and Learning: Transformation and Transgression

    ERIC Educational Resources Information Center

    Bolf-Beliveau, Laura

    2013-01-01

    Chapter Five of "The Scholarship of Teaching and Learning Reconsidered" (2011) suggests that traditional research scholarship methodology can inform and reform the ways in which we value and evaluate teaching. The authors discuss applying research methodology as way to complete this process. This article suggests that using theoretical…

  13. Teaching Formulaic Sequences: The Same as or Different from Teaching Single Words?

    ERIC Educational Resources Information Center

    Alali, Fatima A.; Schmitt, Norbert

    2012-01-01

    Formulaic language is an important component of discourse and needs to be addressed in teaching pedagogy. Unfortunately, there has been little research into the most effective ways of teaching formulaic language. In this study, Kuwaiti students were taught words and idioms using the same teaching methodologies, and their learning was measured. The…

  14. Reconsidering the Teaching-Research Nexus in Higher Education

    ERIC Educational Resources Information Center

    Musthafa, M. N. Mohamedunni Alias; Sajila, K. M.

    2014-01-01

    One of the important goals of the universities and other higher education institutions (HEIs) in India must be the improvement of the teaching-research (T&R) nexus, which relates to the ways in which research supports teaching and teaching supports research. "Teaching-research nexus" can be used to describe the multiple links that…

  15. Understanding Participatory Action Research: A Qualitative Research Methodology Option

    ERIC Educational Resources Information Center

    MacDonald, Cathy

    2012-01-01

    Participatory Action Research (PAR) is a qualitative research methodology option that requires further understanding and consideration. PAR is considered democratic, equitable, liberating, and life-enhancing qualitative inquiry that remains distinct from other qualitative methodologies (Kach & Kralik, 2006). Using PAR, qualitative features of an…

  16. Review of Doctoral Research on Second Language Teaching and Learning in Spain (2008-2010)

    ERIC Educational Resources Information Center

    Serrano, Raquel; Miralpeix, Imma

    2013-01-01

    This paper reviews a selection of doctoral theses on language learning and teaching completed in Spain between 2008 and 2010. A total of 16 theses have been identified as representative--in terms of the topics under investigation and the methodology employed--of the doctoral research undertaken in Spain. Current topics include the development of…

  17. Methodological Issues and Practices in Qualitative Research.

    ERIC Educational Resources Information Center

    Bradley, Jana

    1993-01-01

    Discusses methodological issues concerning qualitative research and describes research practices that qualitative researchers use to address these methodological issues. Topics discussed include the researcher as interpreter, the emergent nature of qualitative research, understanding the experience of others, trustworthiness in qualitative…

  18. Effective Teaching of Reading: Research and Practice.

    ERIC Educational Resources Information Center

    Hoffman, James V., Ed.

    Distilling and interpreting past and current research on the effective teaching of reading is the focus of this volume. The titles and authors are as follows: "Research in Effective Teaching: An Overview of Its Development" (William H. Rupley, Beth S. Wise, and John W. Logan); "Process-Product Research on Effective Teaching: A Primer for a…

  19. Academic Achievement and Personality Traits of Faculty Members of Indian Agricultural Universities: Their Effect on Teaching and Research Performance

    ERIC Educational Resources Information Center

    Ramesh, P.; Reddy, K. M.; Rao, R. V. S.; Dhandapani, A.; Siva, G. Samba; Ramakrishna, A.

    2017-01-01

    Purpose: The present study was undertaken to assess academic achievement, teaching aptitude and research attitude of Indian agricultural universities' faculty, to predict indicators for successful teachers and researchers, and thereby enhancing the quality of higher agricultural education. Methodology: Five hundred faculty members were selected to…

  20. Epistemological Separation of Research and Teaching among Graduate Teaching Assistants

    ERIC Educational Resources Information Center

    Kinchin, Ian Miles; Hatzipanagos, Stylianos; Turner, Nancy

    2009-01-01

    Development of a more scholarly approach to teaching at university may expose the novice university teacher to an apparent conflict in belief systems about teaching and learning (i.e. epistemological beliefs). Educational research is explicit in its recognition of a constructivist framework, whilst other academic research is often embedded more…

  1. Adopting Just-in-Time Teaching in the Context of an Elementary Science Education Methodology Course

    ERIC Educational Resources Information Center

    Osmond, Pamela; Goodnough, Karen

    2011-01-01

    In this self-study, Pamela, a new science teacher educator, adopted Just-in-Time Teaching (JiTT) in the context of an elementary science education methodology course. JiTT is a teaching and learning strategy involving interaction between web-based study assignments and face-to-face class sessions. Students respond electronically to web-based…

  2. Research Ethics in Teaching and Learning

    ERIC Educational Resources Information Center

    Doyle, Elaine; Buckley, Patrick

    2014-01-01

    The evolution of enquiry-based teaching and learning has broadened the range of research carried out by university students. As a result, the boundaries between teaching and learning and academic research are being blurred to a degree not experienced heretofore. This paper examines whether research undertaken as part of course work should fall…

  3. Methodology for astronaut reconditioning research.

    PubMed

    Beard, David J; Cook, Jonathan A

    2017-01-01

    Space medicine offers some unique challenges, especially in terms of research methodology. A specific challenge for astronaut reconditioning involves identification of what aspects of terrestrial research methodology hold and which require modification. This paper reviews this area and presents appropriate solutions where possible. It is concluded that spaceflight rehabilitation research should remain question/problem driven and is broadly similar to the terrestrial equivalent on small populations, such as rare diseases and various sports. Astronauts and Medical Operations personnel should be involved at all levels to ensure feasibility of research protocols. There is room for creative and hybrid methodology but careful systematic observation is likely to be more achievable and fruitful than complex trial based comparisons. Multi-space agency collaboration will be critical to pool data from small groups of astronauts with the accepted use of standardised outcome measures across all agencies. Systematic reviews will be an essential component. Most limitations relate to the inherent small sample size available for human spaceflight research. Early adoption of a co-operative model for spaceflight rehabilitation research is therefore advised. Copyright © 2016 Elsevier Ltd. All rights reserved.

  4. The Impact of Explicit Teaching of Methodological Aspects of Physics on Scientistic Beliefs and Interest

    ERIC Educational Resources Information Center

    Korte, Stefan; Berger, Roland; Hänze, Martin

    2017-01-01

    We assessed the impact of teaching methodological aspects of physics on students' scientistic beliefs and subject interest in physics in a repeated-measurement design with a total of 142 students of upper secondary physics classes. Students gained knowledge of methodological aspects from the pre-test to the post-test and reported reduced…

  5. Researching Primary Teachers' Professional Agency: Employing Interactive Ethnography to Overcome Reluctance to Teach Science

    NASA Astrophysics Data System (ADS)

    Martin, Jenny

    2017-09-01

    This paper provides a report of a case study on the professional agency of an experienced early years teacher, Sarah, who successfully embedded a chemical science program of teaching-learning for her students aged between 6 and 8. Interactive ethnography informs the research design, and discursive psychology provides the tools for the analysis of Sarah's speech acts for her positioning as a responsible agent. Reframing the problem of primary teacher reluctance to teach science in terms of primary teachers' professional agency using discursive psychology, this ontological study provides new insight into issues related to the provision of science education in primary schools and asks: How do primary teachers position themselves and others in relation to science curriculum and education? The research calls for research methodologies and reform efforts in primary science that are better grounded in the local moral orders of primary schools.

  6. Computer assisted analysis of research-based teaching method in English newspaper reading teaching

    NASA Astrophysics Data System (ADS)

    Jie, Zheng

    2017-06-01

    In recent years, the teaching of English newspaper reading has been developing rapidly. However, the teaching effect of the existing course is not ideal. The paper tries to apply the research-based teaching model to English newspaper reading teaching, investigates the current situation in higher vocational colleges, and analyzes the problems. It designs a teaching model of English newspaper reading and carries out the empirical research conducted by computers. The results show that the teaching mode can use knowledge and ability to stimulate learners interest and comprehensively improve their ability to read newspapers.

  7. Tobacco documents research methodology

    PubMed Central

    McCandless, Phyra M; Klausner, Kim; Taketa, Rachel; Yerger, Valerie B

    2011-01-01

    Tobacco documents research has developed into a thriving academic enterprise since its inception in 1995. The technology supporting tobacco documents archiving, searching and retrieval has improved greatly since that time, and consequently tobacco documents researchers have considerably more access to resources than was the case when researchers had to travel to physical archives and/or electronically search poorly and incompletely indexed documents. The authors of the papers presented in this supplement all followed the same basic research methodology. Rather than leave the reader of the supplement to read the same discussion of methods in each individual paper, presented here is an overview of the methods all authors followed. In the individual articles that follow in this supplement, the authors present the additional methodological information specific to their topics. This brief discussion also highlights technological capabilities in the Legacy Tobacco Documents Library and updates methods for organising internal tobacco documents data and findings. PMID:21504933

  8. Research into Practice: How Research Appears in Pronunciation Teaching Materials

    ERIC Educational Resources Information Center

    Levis, John M.

    2016-01-01

    Research into pronunciation has often disregarded its potential to inform pedagogy. This is due partly to the historical development of pronunciation teaching and research, but its effect is that there is often a mismatch between research and teaching. This paper looks at four areas in which the (mis)match is imperfect but in which a greater…

  9. [Qualitative research methodology in health care].

    PubMed

    Bedregal, Paula; Besoain, Carolina; Reinoso, Alejandro; Zubarew, Tamara

    2017-03-01

    Health care research requires different methodological approaches such as qualitative and quantitative analyzes to understand the phenomena under study. Qualitative research is usually the least considered. Central elements of the qualitative method are that the object of study is constituted by perceptions, emotions and beliefs, non-random sampling by purpose, circular process of knowledge construction, and methodological rigor throughout the research process, from quality design to the consistency of results. The objective of this work is to contribute to the methodological knowledge about qualitative research in health services, based on the implementation of the study, “The transition process from pediatric to adult services: perspectives from adolescents with chronic diseases, caregivers and health professionals”. The information gathered through the qualitative methodology facilitated the understanding of critical points, barriers and facilitators of the transition process of adolescents with chronic diseases, considering the perspective of users and the health team. This study allowed the design of a transition services model from pediatric to adult health services based on the needs of adolescents with chronic diseases, their caregivers and the health team.

  10. From Model to Methodology: Developing an Interdisciplinary Methodology for Exploring the Learning-Teaching Nexus

    ERIC Educational Resources Information Center

    Knewstubb, Bernadette; Nicholas, Howard

    2017-01-01

    Numerous higher education researchers have studied the ways in which students' or academics' beliefs and conceptions affect their educational experiences and outcomes. However, studying the learning-teaching relationship has proved challenging, requiring researchers to simultaneously address both the invisible internal world(s) of the student and…

  11. Confessions of a Quantitative Educational Researcher Trying to Teach Qualitative Research.

    ERIC Educational Resources Information Center

    Stallings, William M.

    1995-01-01

    Describes one quantitative educational researcher's experiences teaching qualitative research, the approach used in classes, and the successes and failures. These experiences are examined from the viewpoint of a traditionally trained professor who has now been called upon to master and teach qualitative research. (GR)

  12. Discipline and Methodology in Higher Education Research

    ERIC Educational Resources Information Center

    Tight, Malcolm

    2013-01-01

    Higher education research is a multidisciplinary field, engaging researchers from across the academy who make use of a wide range of methodological approaches. This article examines the relation between discipline and methodology in higher education research, analysing a database of 567 articles published in 15 leading higher education journals…

  13. Case Study Research Methodology in Nursing Research.

    PubMed

    Cope, Diane G

    2015-11-01

    Through data collection methods using a holistic approach that focuses on variables in a natural setting, qualitative research methods seek to understand participants' perceptions and interpretations. Common qualitative research methods include ethnography, phenomenology, grounded theory, and historic research. Another type of methodology that has a similar qualitative approach is case study research, which seeks to understand a phenomenon or case from multiple perspectives within a given real-world context.

  14. Methodological challenges in cross-language qualitative research: a research review.

    PubMed

    Squires, Allison

    2009-02-01

    Cross-language qualitative research occurs when a language barrier is present between researchers and participants. The language barrier is frequently mediated through the use of a translator or interpreter. The purpose of this analysis of cross-language qualitative research was threefold: (1) review the methods literature addressing cross-language research; (2) synthesize the methodological recommendations from the literature into a list of criteria that could evaluate how researchers methodologically managed translators and interpreters in their qualitative studies; (3) test these criteria on published cross-language qualitative studies. A group of 40 purposively selected cross-language qualitative studies found in nursing and health sciences journals. The synthesis of the cross-language methods literature produced 14 criteria to evaluate how qualitative researchers managed the language barrier between themselves and their study participants. To test the criteria, the researcher conducted a summative content analysis framed by discourse analysis techniques of the 40 cross-language studies. The evaluation showed that only 6 out of 40 studies met all the criteria recommended by the cross-language methods literature for the production of trustworthy results in cross-language qualitative studies. Multiple inconsistencies, reflecting disadvantageous methodological choices by cross-language researchers, appeared in the remaining 33 studies. To name a few, these included rendering the translator or interpreter as an invisible part of the research process, failure to pilot test interview questions in the participant's language, no description of translator or interpreter credentials, failure to acknowledge translation as a limitation of the study, and inappropriate methodological frameworks for cross-language research. The finding about researchers making the role of the translator or interpreter invisible during the research process supports studies completed by other

  15. A proposal on teaching methodology: cooperative learning by peer tutoring based on the case method

    NASA Astrophysics Data System (ADS)

    Pozo, Antonio M.; Durbán, Juan J.; Salas, Carlos; del Mar Lázaro, M.

    2014-07-01

    The European Higher Education Area (EHEA) proposes substantial changes in the teaching-learning model, moving from a model based mainly on the activity of teachers to a model in which the true protagonist is the student. This new framework requires that students develop new abilities and acquire specific skills. This also implies that the teacher should incorporate new methodologies in class. In this work, we present a proposal on teaching methodology based on cooperative learning and peer tutoring by case study. A noteworthy aspect of the case-study method is that it presents situations that can occur in real life. Therefore, students can acquire certain skills that will be useful in their future professional practice. An innovative aspect in the teaching methodology that we propose is to form work groups consisting of students from different levels in the same major. In our case, the teaching of four subjects would be involved: one subject of the 4th year, one subject of the 3rd year, and two subjects of the 2nd year of the Degree in Optics and Optometry of the University of Granada, Spain. Each work group would consist of a professor and a student of the 4th year, a professor and a student of the 3rd year, and two professors and two students of the 2nd year. Each work group would have a tutoring process from each professor for the corresponding student, and a 4th-year student providing peer tutoring for the students of the 2nd and 3rd year.

  16. Impact of Faculty Development Workshops in Student-Centered Teaching Methodologies on Faculty Members' Teaching and Their Students' Perceptions.

    PubMed

    Tricio, Jorge A; Montt, Juan E; Ormeño, Andrea P; Del Real, Alberto J; Naranjo, Claudia A

    2017-06-01

    The aim of this study was to assess, after one year, the impact of faculty development in teaching and learning skills focused on a learner-centered approach on faculty members' perceptions of and approaches to teaching and on their students' learning experiences and approaches. Before training (2014), all 176 faculty members at a dental school in Chile were invited to complete the Approaches to Teaching Inventory (ATI) to assess their teaching approaches (student- vs. teacher-focused). In 2015, all 496 students were invited to complete the Study Process Questionnaire (R-SPQ-2F) to assess their learning approaches (deep or surface) and the Course Experience Questionnaire (CEQ) to measure their teaching quality perceptions. Subsequently, faculty development workshops on student-centered teaching methodologies were delivered, followed by peer observation. In March 2016, all 176 faculty members and 491 students were invited to complete a second ATI (faculty) and R-SPQ-2 and CEQ (students). Before (2014) and after (2016) the training, 114 (65%) and 116 (66%) faculty members completed the ATI, respectively, and 89 (49%) of the then-181 faculty members completed the perceptions of skills development questionnaire in September 2016. In 2015, 373 students (75%) completed the R-SPQ-2F and CEQ; 412 (83%) completed both questionnaires in 2016. In 2014, the faculty results showed that student-focused teaching was significantly higher in preclinical and clinical courses than in the basic sciences. In 2016, teacher-focused teaching fell significantly; basic science teaching improved the most. Students in both the 2015 and 2016 cohorts had lower mean scores for deep learning approaches from year 1 on, while they increased their scores for surface learning. The students' perceptions of faculty members' good teaching, appropriate assessment, clear goals, and e-learning improved significantly, but perception of appropriate workload did not. Teaching and learning skills development

  17. Research MethodologyOverview of Qualitative Research

    PubMed Central

    GROSSOEHME, DANIEL H.

    2015-01-01

    Qualitative research methods are a robust tool for chaplaincy research questions. Similar to much of chaplaincy clinical care, qualitative research generally works with written texts, often transcriptions of individual interviews or focus group conversations and seeks to understand the meaning of experience in a study sample. This article describes three common methodologies: ethnography, grounded theory, and phenomenology. Issues to consider relating to the study sample, design, and analysis are discussed. Enhancing the validity of the data, as well reliability and ethical issues in qualitative research are described. Qualitative research is an accessible way for chaplains to contribute new knowledge about the sacred dimension of people's lived experience. PMID:24926897

  18. Researcher-Led Teaching: Embodiment of Academic Practice

    ERIC Educational Resources Information Center

    Hay, David; Weller, Saranne; Ashton, Kim

    2015-01-01

    This paper explores the embodied practices of leading researchers (and/or leading scholars/practitioners), suggesting that distinctive "researcher-led teaching" depends on educators who are willing and able to be their research in the teaching setting. We advocate an approach to the development of higher education pedagogy which makes…

  19. Research Supervision: An Important Site of Teaching

    ERIC Educational Resources Information Center

    McMichael, M. Jane; McKee, Margaret

    2008-01-01

    Supervision of students engaged in research projects and theses is an important site of teaching. Schon's (1987) well-known framework-educating for reflective practice-proves aptly suited for this teaching forum, offering insights for research supervision at multiple university levels. Conceptually, a research and writing studio where a practicum…

  20. (Per)Forming Archival Research Methodologies

    ERIC Educational Resources Information Center

    Gaillet, Lynee Lewis

    2012-01-01

    This article raises multiple issues associated with archival research methodologies and methods. Based on a survey of recent scholarship and interviews with experienced archival researchers, this overview of the current status of archival research both complicates traditional conceptions of archival investigation and encourages scholars to adopt…

  1. An Exploration of the Influence of Instructional Technologies on Faculty Motivation and Teaching Innovation on a Research Campus

    ERIC Educational Resources Information Center

    Schaeffer, S. J., III

    2010-01-01

    The purpose of this study was to explore how the introduction of instructional technologies has influenced the motivational attitudes of higher education faculty at research-oriented institutions with respect to their teaching responsibilities. This was a qualitative study using case-study methodology and involved multiple (4)…

  2. Researchers Hooked on Teaching. Noted Scholars Discuss the Synergies of Teaching and Research. Foundations for Organizational Science Series.

    ERIC Educational Resources Information Center

    Andre, Rae, Ed.; Frost, Peter J., Ed.

    This collection of 19 essays is organized into a narrative of the teaching-research dilemma. The essays include: (1) "Struggling With Balance" (Cynthia V. Fukami); (2) "My Career as a Teacher: Promise, Failure, Redemption" (Howard E. Aldrich); (3) "Teaching and Research: A Puzzling Dichotomy" (Barbara A. Gutek); (4)…

  3. Methodological Challenges in Cross-Language Qualitative Research: A Research Review

    PubMed Central

    Squires, Allison

    2009-01-01

    Objectives Cross-language qualitative research occurs when a language barrier is present between researchers and participants. The language barrier is frequently mediated through the use of a translator or interpreter. The purpose of this critical review of cross-language qualitative research was three fold: 1) review the methods literature addressing cross language research; 2) synthesize the methodological recommendations from the literature into a list of criteria that could evaluate how researchers methodologically managed translators and interpreters in their qualitative studies; and 3) test these criteria on published cross-language qualitative studies. Data sources A group of 40 purposively selected cross-language qualitative studies found in nursing and health sciences journals. Review methods The synthesis of the cross-language methods literature produced 14 criteria to evaluate how qualitative researchers managed the language barrier between themselves and their study participants. To test the criteria, the researcher conducted a summative content analysis framed by discourse analysis techniques of the 40 cross-language studies. Results The evaluation showed that only 6 out of 40 studies met all the criteria recommended by the cross-language methods literature for the production of trustworthy results in cross-language qualitative studies. Multiple inconsistencies, reflecting disadvantageous methodological choices by cross-language researchers, appeared in the remaining 33 studies. To name a few, these included rendering the translator or interpreter as an invisible part of the research process, failure to pilot test interview questions in the participant’s language, no description of translator or interpreter credentials, failure to acknowledge translation as a limitation of the study, and inappropriate methodological frameworks for cross-language research. Conclusions The finding about researchers making the role of the translator or interpreter

  4. A way forward for teaching and learning of Physiology: Students’ perception of the effectiveness of teaching methodologies

    PubMed Central

    Rehan, Rabiya; Ahmed, Khalid; Khan, Hira; Rehman, Rehana

    2016-01-01

    Objective: To compare the perception of medical students on the usefulness of the interactive lectures, case-based lectures, and structured interactive sessions (SIS) in teaching and learning of Physiology. Methods: A cross-sectional study was carried out from January to December 2012 at Bahria University Medical & Dental College, Karachi, which had qualitative and quantitative aspects, assessed by self- reported questionnaire and focused group discussion (FGD). The questionnaire was distributed to 100 medical students after completion of first year of teaching of MBBS Physiology. The data was analyzed using SPSS version 15. Differences were considered significant at p-values <0.05 after application of Friedman test. Responses of FGD were analyzed. Results: All the teaching methodologies helped in understanding of precise learning objectives. The comprehension of structure and functions with understanding of difficult concepts was made best possible by SIS (p=0.04, p<0.01). SIS enabled adult learning, self-directed learning, peer learning and critical reasoning more than the other teaching strategies (p< 0.01). Conclusion: SIS involved students who used reasoning skills and power of discussion in a group to comprehend difficult concepts for better understanding of Physiology as compared to interactive and case-based lectures. PMID:28083047

  5. Educational research methods for researching innovations in teaching, learning and assessment: The nursing lecturer as researcher.

    PubMed

    Marks-Maran, Diane

    2015-11-01

    The author, who has had previous experience as a nurse researcher, has been engaged in helping nurse lecturers to undertake evaluation research studies into innovations in their teaching, learning and assessment methods. In order to undertake this work successfully, it was important to move from thinking like a nurse researcher to thinking like an educational researcher and developing the role of the nursing lecturer as researcher of their teaching. This article explores the difference between evaluation and evaluation research and argues for the need to use educational research methods when undertaking evaluation research into innovations in teaching, learning and assessment. A new model for educational evaluation research is presented together with two case examples of the model in use. The model has been tested on over 30 research studies into innovations in teaching, learning and assessment over the past 8 years. Copyright © 2015 Elsevier Ltd. All rights reserved.

  6. Summarizing Monte Carlo Results in Methodological Research.

    ERIC Educational Resources Information Center

    Harwell, Michael R.

    Monte Carlo studies of statistical tests are prominently featured in the methodological research literature. Unfortunately, the information from these studies does not appear to have significantly influenced methodological practice in educational and psychological research. One reason is that Monte Carlo studies lack an overarching theory to guide…

  7. Practicing What We Teach: Using Action Research to Learn about Teaching Action Research

    ERIC Educational Resources Information Center

    Brown, Barb; Dressler, Roswita; Eaton, Sarah Elaine; Jacobsen, Michele

    2015-01-01

    In this article, action research is explored as a process for instructor reflection, professional learning and collaboration. The context for the professional learning was the teaching of graduate level education courses in which action research, in conjunction with a cohort-based, collaboratory approach to learning, was used to facilitate…

  8. What Does Research Suggest about the Teaching and Learning of Introductory Statistics at the College Level? A Review of the Literature

    ERIC Educational Resources Information Center

    Zieffler, Andrew; Garfield, Joan; Alt, Shirley; Dupuis, Danielle; Holleque, Kristine; Chang, Beng

    2008-01-01

    Since the first studies on the teaching and learning of statistics appeared in the research literature, the scholarship in this area has grown dramatically. Given the diversity of disciplines, methodology, and orientation of the studies that may be classified as "statistics education research," summarizing and critiquing this body of work for…

  9. Teaching and Research at Undergraduate Institutions

    NASA Astrophysics Data System (ADS)

    Garg, Shila

    2006-03-01

    My own career path has been non-traditional and I ended up at a primarily undergraduate institution by pure accident. However, teaching at a small college has been extremely rewarding to me, since I get to know and interact with my students, have an opportunity to work with them one-on-one and promote their intellectual growth and sense of social responsibility. One of the growing trends at undergraduate institutions in the past decade has been the crucial role of undergraduate research as part of the teaching process and the training of future scientists. There are several liberal arts institutions that expect research-active Faculty who can mentor undergraduate research activities. Often faculty members at these institutions consider their roles as teacher-scholars with no boundary between these two primary activities. A researcher who is in touch with the developments in his/her own field and contributes to new knowledge in the field is likely to be a more exciting teacher in the classroom and share the excitement of discovery with the students. At undergraduate institutions, there is generally very good support available for faculty development projects in both teaching and research. Often, there is a generous research leave program as well. For those who like advising and mentoring undergraduates and a teaching and learning centered paradigm, I will recommend a career at an undergraduate institution. In my presentation, I will talk about how one can prepare for such a career.

  10. A five year study of the attitudes, perceptions, and philosophies of five secondary science education teachers prepared in the constructivist teaching methodology advanced at the University of Iowa

    NASA Astrophysics Data System (ADS)

    Hollenbeck, James Edward

    1999-11-01

    The present study researched the attitudes, Perceptions, and philosophies of five secondary education science teachers prepared in the constructivist teaching methodology advanced at the University of Iowa. This study is a continuation of a three-year study---the Salish I Project supported by the US Department of Education. The teachers studied are five 1993 University of Iowa Science Education Center graduates who have taught for five years. The main objective of the present study was finding answers to four questions aiming at further understanding of the impact and importance of the preservice education in I the constructivist teaching methodology of new teachers, and the changes they experience in the first five years of teaching. The instruments used in the study are various as they cover a wide range of different categories of beliefs I in terms of teaching, learning, teacher performance and view of school. The following trends came out on reviewing all of the data: in the first year of teaching three of the five teachers studied taught as constructivist teachers. in the third year of teaching, the classroom practices of the teachers converged more closely to their beliefs and preservice preparation. In the fifth year, all five teachers were ranked as constructivist in their teaching methodology in the classroom. Using the Wilcoxson test, significant, positive relationships were revealed between the teacher's philosophy of teaching and learning, with their actual practice. Teacher's philosophy and teaching practice were compared with selected standards set forth by the National Science Education Standards and were found to be in close alignment in their fifth year of teaching. Teachers prepared in the constructivist methodology are concerned about their subject content and value student input and reflection. The teachers reported using student-initiated ideas, alternative assessment strategies and being receptive to alternatives. Other important factors

  11. Language barriers and qualitative nursing research: methodological considerations.

    PubMed

    Squires, A

    2008-09-01

    This review of the literature synthesizes methodological recommendations for the use of translators and interpreters in cross-language qualitative research. Cross-language qualitative research involves the use of interpreters and translators to mediate a language barrier between researchers and participants. Qualitative nurse researchers successfully address language barriers between themselves and their participants when they systematically plan for how they will use interpreters and translators throughout the research process. Experienced qualitative researchers recognize that translators can generate qualitative data through translation processes and by participating in data analysis. Failure to address language barriers and the methodological challenges they present threatens the credibility, transferability, dependability and confirmability of cross-language qualitative nursing research. Through a synthesis of the cross-language qualitative methods literature, this article reviews the basics of language competence, translator and interpreter qualifications, and roles for each kind of qualitative research approach. Methodological and ethical considerations are also provided. By systematically addressing the methodological challenges cross-language research presents, nurse researchers can produce better evidence for nursing practice and policy making when working across different language groups. Findings from qualitative studies will also accurately represent the experiences of the participants without concern that the meaning was lost in translation.

  12. Ethics of animal research in human disease remediation, its institutional teaching; and alternatives to animal experimentation.

    PubMed

    Cheluvappa, Rajkumar; Scowen, Paul; Eri, Rajaraman

    2017-08-01

    Animals have been used in research and teaching for a long time. However, clear ethical guidelines and pertinent legislation were instated only in the past few decades, even in developed countries with Judeo-Christian ethical roots. We compactly cover the basics of animal research ethics, ethical reviewing and compliance guidelines for animal experimentation across the developed world, "our" fundamentals of institutional animal research ethics teaching, and emerging alternatives to animal research. This treatise was meticulously constructed for scientists interested/involved in animal research. Herein, we discuss key animal ethics principles - Replacement/Reduction/Refinement. Despite similar undergirding principles across developed countries, ethical reviewing and compliance guidelines for animal experimentation vary. The chronology and evolution of mandatory institutional ethical reviewing of animal experimentation (in its pioneering nations) are summarised. This is followed by a concise rendition of the fundamentals of teaching animal research ethics in institutions. With the advent of newer methodologies in human cell-culturing, novel/emerging methods aim to minimise, if not avoid the usage of animals in experimentation. Relevant to this, we discuss key extant/emerging alternatives to animal use in research; including organs on chips, human-derived three-dimensional tissue models, human blood derivates, microdosing, and computer modelling of various hues. © 2017 The Authors. Pharmacology Research & Perspectives published by John Wiley & Sons Ltd, British Pharmacological Society and American Society for Pharmacology and Experimental Therapeutics.

  13. Mind, brain, and teaching: Some directions for future research.

    PubMed

    Pasquinelli, Elena; Zalla, Tiziana; Gvodzic, Katarina; Potier-Watkins, Cassandra; Piazza, Manuela

    2015-01-01

    In line with Kline's taxonomy, highlighting teaching as an array of behaviors with different cognitive underpinnings, we advocate the expansion of a specific line of research on mind, brain, and teaching. This research program is devoted to the understanding of the neurocognitive mechanisms and the evolutionary determinants of teaching skills, with the ultimate goal of helping teachers improve teaching quality.

  14. Research methodology in recurrent pregnancy loss.

    PubMed

    Christiansen, Ole B

    2014-03-01

    The aim of this article is to highlight pitfalls in research methodology that may explain why studies in recurrent pregnancy loss (RPL) often provide very divergent results. It is hoped that insight into this issue may help clinicians decide which published studies are the most valid. It may help researchers to eliminate methodological flaws in future studies, which may hopefully come to some kind of agreement about the usefulness of diagnostic tests and treatments in RPL. Copyright © 2014 Elsevier Inc. All rights reserved.

  15. Techniques in teaching statistics : linking research production and research use.

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Martinez-Moyano, I .; Smith, A.; Univ. of Massachusetts at Boston)

    In the spirit of closing the 'research-practice gap,' the authors extend evidence-based principles to statistics instruction in social science graduate education. The authors employ a Delphi method to survey experienced statistics instructors to identify teaching techniques to overcome the challenges inherent in teaching statistics to students enrolled in practitioner-oriented master's degree programs. Among the teaching techniques identi?ed as essential are using real-life examples, requiring data collection exercises, and emphasizing interpretation rather than results. Building on existing research, preliminary interviews, and the ?ndings from the study, the authors develop a model describing antecedents to the strength of the link between researchmore » and practice.« less

  16. Performance and Perception in the Flipped Learning Model: An Initial Approach to Evaluate the Effectiveness of a New Teaching Methodology in a General Science Classroom

    NASA Astrophysics Data System (ADS)

    González-Gómez, David; Jeong, Jin Su; Airado Rodríguez, Diego; Cañada-Cañada, Florentina

    2016-06-01

    "Flipped classroom" teaching methodology is a type of blended learning in which the traditional class setting is inverted. Lecture is shifted outside of class, while the classroom time is employed to solve problems or doing practical works through the discussion/peer collaboration of students and instructors. This relatively new instructional methodology claims that flipping your classroom engages more effectively students with the learning process, achieving better teaching results. Thus, this research aimed to evaluate the effects of the flipped classroom on the students' performance and perception of this new methodology. This study was conducted in a general science course, sophomore of the Primary Education bachelor degree in the Training Teaching School of the University of Extremadura (Spain) during the course 2014/2015. In order to assess the suitability of the proposed methodology, the class was divided in two groups. For the first group, a traditional methodology was followed, and it was used as control. On the other hand, the "flipped classroom" methodology was used in the second group, where the students were given diverse materials, such as video lessons and reading materials, before the class to be revised at home by them. Online questionnaires were as well provided to assess the progress of the students before the class. Finally, the results were compared in terms of students' achievements and a post-task survey was also conducted to know the students' perceptions. A statistically significant difference was found on all assessments with the flipped class students performing higher on average. In addition, most students had a favorable perception about the flipped classroom noting the ability to pause, rewind and review lectures, as well as increased individualized learning and increased teacher availability.

  17. Language barriers and qualitative nursing research: methodological considerations

    PubMed Central

    Squires, A.

    2009-01-01

    Aim This review of the literature synthesizes methodological recommendations for the use of translators and interpreters in cross-language qualitative research. Background Cross-language qualitative research involves the use of interpreters and translators to mediate a language barrier between researchers and participants. Qualitative nurse researchers successfully address language barriers between themselves and their participants when they systematically plan for how they will use interpreters and translators throughout the research process. Experienced qualitative researchers recognize that translators can generate qualitative data through translation processes and by participating in data analysis. Failure to address language barriers and the methodological challenges they present threatens the credibility, transferability, dependability and confirmability of cross-language qualitative nursing research. Through a synthesis of the cross-language qualitative methods literature, this article reviews the basics of language competence, translator and interpreter qualifications, and roles for each kind of qualitative research approach. Methodological and ethical considerations are also provided. Conclusion By systematically addressing the methodological challenges cross-language research presents, nurse researchers can produce better evidence for nursing practice and policy making when working across different language groups. Findings from qualitative studies will also accurately represent the experiences of the participants without concern that the meaning was lost in translation. PMID:19522941

  18. Handbook of Research on Teaching, Fifth Edition

    ERIC Educational Resources Information Center

    Gitomer, Drew H., Ed.; Bell, Courtney A., Ed.

    2016-01-01

    The Fifth Edition of the :Handbook of Research on Teaching" is an essential resource for students and scholars dedicated to the study of teaching and learning. The volume covers a vast array of topics ranging from the history of teaching to technological and literacy issues. In each authoritative chapter, the authors summarize the state of…

  19. The Impact of Explicit Teaching of Methodological Aspects of Physics on Scientistic Beliefs and Interest

    NASA Astrophysics Data System (ADS)

    Korte, Stefan; Berger, Roland; Hänze, Martin

    2017-05-01

    We assessed the impact of teaching methodological aspects of physics on students' scientistic beliefs and subject interest in physics in a repeated-measurement design with a total of 142 students of upper secondary physics classes. Students gained knowledge of methodological aspects from the pre-test to the post-test and reported reduced scientistic beliefs, both from their own views and from their presumed prototypical physicists' views. We found no direct impact of teaching on students' subject interest in physics. As path analysis indicates, this result can be traced back to opposing paths: Lower scientistic beliefs of students attenuate subject interest while lower presumed scientistic beliefs that they hold of physicists foster subject interest. This finding is in accordance with the self-to-prototype matching theory that predicts an impact of the overlap between students' self-image and their prototypical image on subject interest in physics.

  20. Reorganising the Teaching-Research Tension

    ERIC Educational Resources Information Center

    de Jonghe, Anne-Marie

    2005-01-01

    In this paper we examine the tensions resulting from the transformation processes going on in research and teaching, typical at traditional universities that have been actively developing their research mission. We will also look at universities that only recently decided to focus on research and wonder if they will be able to better manage or…

  1. Philosophy, Methodology and Action Research

    ERIC Educational Resources Information Center

    Carr, Wilfred

    2006-01-01

    The aim of this paper is to examine the role of methodology in action research. It begins by showing how, as a form of inquiry concerned with the development of practice, action research is nothing other than a modern 20th century manifestation of the pre-modern tradition of practical philosophy. It then draws in Gadamer's powerful vindication of…

  2. Variety of Teaching Methodologies Used by Homeschoolers: Case Studies of Three Homeschooling Families.

    ERIC Educational Resources Information Center

    Clements, Andrea D.

    This study examined teaching methods used by homeschooling families. Interviews were conducted with parents from three homeschooling families who used a variety of teaching methods. Researchers collected information on children's ages, number of years of homeschooling, teaching methods, and curriculum choice. Respondents described how they chose…

  3. Second Language Listening Strategy Research: Methodological Challenges and Perspectives

    ERIC Educational Resources Information Center

    Santos, Denise; Graham, Suzanne; Vanderplank, Robert

    2008-01-01

    This paper explores methodological issues related to research into second language listening strategies. We argue that a number of central questions regarding research methodology in this line of enquiry are underexamined, and we engage in the discussion of three key methodological questions: (1) To what extent is a verbal report a valid and…

  4. Diverse and participative learning methodologies: a remedial teaching intervention for low marks dental students in Chile.

    PubMed

    Alcota, Marcela; Muñoz, Andrea; González, Fermín E

    2011-10-01

    The purpose of this educational intervention was to diagnose the learning style of a group of low marks (i.e., grades) dental students in Chile and improve their academic achievement by means of remedial teaching. The intervention group was composed of ten students in endodontics and eleven in pedodontics with low marks. These two groups were mutually exclusive. The Kolb test of learning styles was applied to the low mark students group and to the rest of the class (n=72). Diverse methodologies were applied to the low marks students, such as seminars, case-based learning and problem-based learning, directed study, plenary discussions and debate, integration and questions, and web-based learning in an effort to cover all learning styles. Students' perceptions of the educational intervention were assessed by means of a questionnaire. The learning styles of the low marks group were mainly divergent (52.4 percent) and convergent (19 percent). Accommodators and assimilators were 14.3 percent each. The rest of the class showed a very distinct frequencies distribution: divergent 18 percent, convergent 20 percent, accommodators 28 percent, and assimilators 34 percent. After the educational intervention, the mean of the scores obtained by the intervention group in formal evaluations was higher than the average scores obtained before the intervention for both courses. Students' perceptions of the activities were that they were effective for their learning process (76 percent) and that the teaching methodologies were useful mainly to clarify concepts and contents from both courses (82 percent). We can conclude that the use of diverse and participative teaching methodologies in a remedial teaching intervention, to cover all the different learning styles of the students, contributes to improve their marks in formal evaluations.

  5. Computer Class Role Playing Games, an innovative teaching methodology based on STEM and ICT: first experimental results

    NASA Astrophysics Data System (ADS)

    Maraffi, S.

    2016-12-01

    Context/PurposeWe experienced a new teaching and learning technology: a Computer Class Role Playing Game (RPG) to perform educational activity in classrooms through an interactive game. This approach is new, there are some experiences on educational games, but mainly individual and not class-based. Gaming all together in a class, with a single scope for the whole class, it enhances peer collaboration, cooperative problem solving and friendship. MethodsTo perform the research we experimented the games in several classes of different degrees, acquiring specific questionnaire by teachers and pupils. Results Experimental results were outstanding: RPG, our interactive activity, exceed by 50% the overall satisfaction compared to traditional lessons or Power Point supported teaching. InterpretationThe appreciation of RPG was in agreement with the class level outcome identified by the teacher after the experimentation. Our work experience get excellent feedbacks by teachers, in terms of efficacy of this new teaching methodology and of achieved results. Using new methodology more close to the student point of view improves the innovation and creative capacities of learners, and it support the new role of teacher as learners' "coach". ConclusionThis paper presents the first experimental results on the application of this new technology based on a Computer game which project on a wall in the class an adventure lived by the students. The plots of the actual adventures are designed for deeper learning of Science, Technology, Engineering, Mathematics (STEM) and Social Sciences & Humanities (SSH). The participation of the pupils it's based on the interaction with the game by the use of their own tablets or smartphones. The game is based on a mixed reality learning environment, giving the students the feel "to be IN the adventure".

  6. Posthumanism as Research Methodology: Inquiry in the Anthropocene

    ERIC Educational Resources Information Center

    Ulmer, Jasmine B.

    2017-01-01

    The posthuman turn has radically--and rapidly--shifted what is possible in research methodology. In response, my aim in this conceptual paper is to suggest entry points into posthuman educational research methodology. I outline aspects of posthumanism while recognizing its multiplicity: there are many posthumanisms and each offers different…

  7. Comparative Research: An Approach to Teaching Research Methods in Political Science and Public Administration

    ERIC Educational Resources Information Center

    Engbers, Trent A

    2016-01-01

    The teaching of research methods has been at the core of public administration education for almost 30 years. But since 1990, this journal has published only two articles on the teaching of research methods. Given the increasing emphasis on data driven decision-making, greater insight is needed into the best practices for teaching public…

  8. Publication Bias in Methodological Computational Research.

    PubMed

    Boulesteix, Anne-Laure; Stierle, Veronika; Hapfelmeier, Alexander

    2015-01-01

    The problem of publication bias has long been discussed in research fields such as medicine. There is a consensus that publication bias is a reality and that solutions should be found to reduce it. In methodological computational research, including cancer informatics, publication bias may also be at work. The publication of negative research findings is certainly also a relevant issue, but has attracted very little attention to date. The present paper aims at providing a new formal framework to describe the notion of publication bias in the context of methodological computational research, facilitate and stimulate discussions on this topic, and increase awareness in the scientific community. We report an exemplary pilot study that aims at gaining experiences with the collection and analysis of information on unpublished research efforts with respect to publication bias, and we outline the encountered problems. Based on these experiences, we try to formalize the notion of publication bias.

  9. Teaching energy using an integrated science approach

    NASA Astrophysics Data System (ADS)

    Poggi, Valeria; Miceli, Cristina; Testa, Italo

    2017-01-01

    Despite its relevance to all scientific domains, the debate surrounding the teaching of energy is still open. The main point remains the problems students have in understanding some aspects of the energy concept and in applying their knowledge to the comprehension of natural phenomena. In this paper, we present a research-based interdisciplinary approach to the teaching of energy in which the first and second laws of thermodynamics were used to interpret physical, chemical and biological processes. The contents of the three disciplines (physics, chemistry, biology) were reconstructed focusing on six basic aspects of energy (forms, transfer, transformation, conservation, degradation, and entropy) and using common teaching methodologies. The module was assessed with 39 secondary school students (aged 15-16) using a 30-question research instrument and a treatment/control group methodology. Analysis of students’ learning outcomes suggests a better understanding of the energy concept, supporting the effectiveness of an interdisciplinary approach in the teaching of energy in physics and science in general. Implications for the teaching of energy are briefly discussed.

  10. Innovative strategies for teaching nursing research in Taiwan.

    PubMed

    Liou, Shwu-Ru; Cheng, Ching-Yu; Tsai, Hsiu-Min; Chang, Chia-Hao

    2013-01-01

    Evidence-based practice is imperative in clinical settings because it bridges the gap between research findings and clinical practice. Promoting nursing student interest and enthusiasm for research is therefore crucial when teaching nursing research. The aim of thus study was to develop innovative teaching strategies that increase nursing students' interests and engagement in research. This study employed a descriptive, pretest-posttest, quasiexperimental design with 103 participants in the experimental group and 106 in the control group. The Attitudes toward Research Questionnaire, Classroom Engagement Scale, Self-Directed Learning Instrument, Nursing Eight Core Competencies Scale, Value of Teams survey, and a research knowledge test were applied to evaluate the outcomes of the innovative teaching strategies. Scores for the research knowledge test were significantly higher in the experimental group than in the control group in posttest 1 and posttest 2. After the intervention, participants in the experimental group exhibited higher scores on attitudes toward research, eight core competencies in nursing,value of teams, classroom engagement, and self-directed learning than participants in the control group. Students in the experimental group perceived a lower degree of pressure and higher degrees of interest, enjoyment, and acceptance of the research course than students in the control group. This study confirmed that using innovative teaching strategies in nursing research courses enhances student interest and enthusiasm about evidence-based practice.

  11. Using Scholarship To Integrate Teaching and Research.

    ERIC Educational Resources Information Center

    McKenna, Judy; Bickle, Marianne; Carroll, Jan B.

    2002-01-01

    A merchandising course illustrates Boyer's four stages of scholarship--discovery, integration, application, and teaching--and adds a fifth: outcome (production of a scholarly product). The model is a means of integrating teaching and research in family and consumer sciences education. (SK)

  12. Teaching and physics education research: bridging the gap.

    PubMed

    Fraser, James M; Timan, Anneke L; Miller, Kelly; Dowd, Jason E; Tucker, Laura; Mazur, Eric

    2014-03-01

    Physics faculty, experts in evidence-based research, often rely on anecdotal experience to guide their teaching practices. Adoption of research-based instructional strategies is surprisingly low, despite the large body of physics education research (PER) and strong dissemination effort of PER researchers and innovators. Evidence-based PER has validated specific non-traditional teaching practices, but many faculty raise valuable concerns toward their applicability. We address these concerns and identify future studies required to overcome the gap between research and practice.

  13. An Inquiry into Action Research: Teaching and Doing Action Research for the First-Time

    ERIC Educational Resources Information Center

    Palak, Deniz

    2013-01-01

    I undertook this inquiry into action research while teaching research methods within a graduate degree teacher education program. This inquiry represents my initial encounter with action research and describes the tools, challenges, and uncertainties that I encountered while teaching and doing action research for the first-time. The main purpose…

  14. Research Applications for Teaching (RAFT) Project. Final Report.

    ERIC Educational Resources Information Center

    Thomson, James R., Jr.; Handley, Herbert M.

    A report is given of the development and progress of the Research Applications for Teaching (RAFT) project, developed at Mississippi State University. Based upon research findings relative to effective teaching and effective schooling, five curriculum modules were prepared and implemented in instruction. In the second year of the project the…

  15. Applications of mixed-methods methodology in clinical pharmacy research.

    PubMed

    Hadi, Muhammad Abdul; Closs, S José

    2016-06-01

    Introduction Mixed-methods methodology, as the name suggests refers to mixing of elements of both qualitative and quantitative methodologies in a single study. In the past decade, mixed-methods methodology has gained popularity among healthcare researchers as it promises to bring together the strengths of both qualitative and quantitative approaches. Methodology A number of mixed-methods designs are available in the literature and the four most commonly used designs in healthcare research are: the convergent parallel design, the embedded design, the exploratory design, and the explanatory design. Each has its own unique advantages, challenges and procedures and selection of a particular design should be guided by the research question. Guidance on designing, conducting and reporting mixed-methods research is available in the literature, so it is advisable to adhere to this to ensure methodological rigour. When to use it is best suited when the research questions require: triangulating findings from different methodologies to explain a single phenomenon; clarifying the results of one method using another method; informing the design of one method based on the findings of another method, development of a scale/questionnaire and answering different research questions within a single study. Two case studies have been presented to illustrate possible applications of mixed-methods methodology. Limitations Possessing the necessary knowledge and skills to undertake qualitative and quantitative data collection, analysis, interpretation and integration remains the biggest challenge for researchers conducting mixed-methods studies. Sequential study designs are often time consuming, being in two (or more) phases whereas concurrent study designs may require more than one data collector to collect both qualitative and quantitative data at the same time.

  16. The Teaching/Research Symbiosis: A Two-Way Street.

    ERIC Educational Resources Information Center

    Gruner, Charles R.

    Much has been said and written about the "conflict" between professional research and teaching. The claim is often made that the two fields of endeavor should complement each other since research can enliven and update a professor's teaching. Little attention has been directed to the converse, the possibility that a professor's teaching…

  17. Creative classroom strategies for teaching nursing research.

    PubMed

    Phillips, Regina Miecznikoski

    2014-01-01

    Faculty are constantly challenged to find interesting classroom activities to teach nursing content and engage students in learning. Nursing students and graduates need to use research skills and evidence-based practice as part of their professional care. Finding creative and engaging ways to teach this material in undergraduate nursing programs are essential. This article outlines several successful strategies to engage nursing students in research content in the time and space constraints of the classroom.

  18. Concept Attainment Teaching Methodology (CATM)--An Effective Approach for Training Workers on Chemicals Health Hazards

    ERIC Educational Resources Information Center

    Suleiman, Abdulqadir Mohamad

    2016-01-01

    Workers handling chemicals need to understand the risk to health involved in their work, and this requires training. In this study effectivity of concept attainment teaching methodology (CATM) as training strategy for cleaning workers was assessed. CATM was used to train workers on chemicals information and health hazards. Pictures, illustrations,…

  19. The Effects of Restructuring Biology Teaching by a Constructivist Teaching Approach: An Action Research.

    ERIC Educational Resources Information Center

    Lin, Wan-Ju

    This study reports on the improvement of a teacher researcher's teaching practice by adopting a constructivist teaching approach. Four biology units on the nervous system, human circulatory system, evolution, and vertebrate classification were selected to illustrate a model of biology teaching. Data were drawn from student responses to…

  20. Teaching Research Methodologies to Professionally Oriented Honors Students

    ERIC Educational Resources Information Center

    Levinson, Julie; Mandel, Richard

    2013-01-01

    The benefits of encouraging undergraduate students to pursue independent research have been well documented (Craney; Guterman; Hathaway et al.; Ishiyama; Kremer and Bringle; Volkwein and Carbone). Introducing students to research processes and protocols is always a challenge, particularly for students enrolled in professionally oriented,…

  1. Research-Teaching Linkages: Beyond the Divide in Undergraduate Medicine

    ERIC Educational Resources Information Center

    MacDougall, Margaret

    2012-01-01

    This survey-based study investigates the plausibility of the existence of a research-teaching nexus specifically within the context of supervised senior undergraduate medical student research. This particular nexus is defined in terms of benefits to teaching arising a) directly, through the supervisor designing the research environment as a…

  2. Ethical Dilemmas in Qualitative Research Methodology: Researcher's Reflections

    ERIC Educational Resources Information Center

    Ngozwana, Nomazulu

    2018-01-01

    This article examines the ethical dilemmas that are specific to qualitative research methodology. These dilemmas concern the issues of withdrawal from the study, anonymity and confidentiality, which are discussed. Each aspect examines how it was dealt with using the researcher's reflections. The research was positioned within an interpretive…

  3. Triple Nexus: Improving STEM Teaching through a Research-Public Engagement-Teaching Nexus

    ERIC Educational Resources Information Center

    Stevenson, E.; McArthur, J.

    2015-01-01

    In this Reflection on Practice we propose a triple nexus of research, public engagement and teaching that could provide a new pathway for academic developers to enable greater engagement in learning and teaching issues from science, technology, engineering, and mathematics (STEM) academics. We argue that the public engagement activities demanded…

  4. Teaching Primary Science: How Research Helps

    ERIC Educational Resources Information Center

    Harlen, Wynne

    2010-01-01

    The very first edition of "Primary Science Review" included an article entitled "Teaching primary science--how research can help" (Harlen, 1986), which announced that a section of the journal would be for reports of research and particularly for teachers reporting their classroom research. The intervening 24 years have seen…

  5. Assessment of change in knowledge about research methods among delegates attending research methodology workshop.

    PubMed

    Shrivastava, Manisha; Shah, Nehal; Navaid, Seema

    2018-01-01

    In an era of evidence based medicine research is an essential part of medical profession whether clinical or academic. A research methodology workshop intends to help participants, those who are newer to research field or those who are already doing empirical research. The present study was conducted to assess the changes in knowledge of the participants of a research methodology workshop through a structured questionnaire. With administrative and ethical approval, a four day research methodology workshop was planned. The participants were subjected to a structured questionnaire (pre-test) containing 20 multiple choice questions (Q1-Q 20) related to the topics to be covered in research methodology workshop before the commencement of the workshop and then subjected to similar posttest questionnaire after the completion of workshop. The mean values of pre and post-test scores were calculated and the results were analyzed and compared. Out of the total 153 delegates, 45(29 %) were males and 108 were (71 %) females. 92 (60%) participants consented to fill the pre-test questionnaire and 68 (44%) filled the post-test questionnaire. The mean Pre-test and post-test scores at 95% Confidence Interval were 07.62 (SD ±3.220) and 09.66 (SD ±2.477) respectively. The differences were found to be significant using Paired Sample T test ( P <0.003). There was increase in knowledge of the delegates after attending research methodology workshops. Participatory research methodology workshops are good methods of imparting knowledge, also the long term effects needs to be evaluated.

  6. Designing, Teaching, and Evaluating Two Complementary Mixed Methods Research Courses

    ERIC Educational Resources Information Center

    Christ, Thomas W.

    2009-01-01

    Teaching mixed methods research is difficult. This longitudinal explanatory study examined how two classes were designed, taught, and evaluated. Curriculum, Research, and Teaching (EDCS-606) and Mixed Methods Research (EDCS-780) used a research proposal generation process to highlight the importance of the purpose, research question and…

  7. Methodology for evaluation of railroad technology research projects

    DOT National Transportation Integrated Search

    1981-04-01

    This Project memorandum presents a methodology for evaluating railroad research projects. The methodology includes consideration of industry and societal benefits, with special attention given to technical risks, implementation considerations, and po...

  8. Brain-Based Research & Language Teaching.

    ERIC Educational Resources Information Center

    Christison, MaryAnn

    2002-01-01

    Introduces brain-based teaching and learning. Reviews basic biological facts about the human brain and discusses seven principles based on recent research that have practical benefits for English-as-a-Foreign-Language teachers. (Author/VWL)

  9. Teaching the process of science: faculty perceptions and an effective methodology.

    PubMed

    Coil, David; Wenderoth, Mary Pat; Cunningham, Matthew; Dirks, Clarissa

    2010-01-01

    Most scientific endeavors require science process skills such as data interpretation, problem solving, experimental design, scientific writing, oral communication, collaborative work, and critical analysis of primary literature. These are the fundamental skills upon which the conceptual framework of scientific expertise is built. Unfortunately, most college science departments lack a formalized curriculum for teaching undergraduates science process skills. However, evidence strongly suggests that explicitly teaching undergraduates skills early in their education may enhance their understanding of science content. Our research reveals that faculty overwhelming support teaching undergraduates science process skills but typically do not spend enough time teaching skills due to the perceived need to cover content. To encourage faculty to address this issue, we provide our pedagogical philosophies, methods, and materials for teaching science process skills to freshman pursuing life science majors. We build upon previous work, showing student learning gains in both reading primary literature and scientific writing, and share student perspectives about a course where teaching the process of science, not content, was the focus. We recommend a wider implementation of courses that teach undergraduates science process skills early in their studies with the goals of improving student success and retention in the sciences and enhancing general science literacy.

  10. Teaching the Process of Science: Faculty Perceptions and an Effective Methodology

    PubMed Central

    Coil, David; Wenderoth, Mary Pat; Cunningham, Matthew

    2010-01-01

    Most scientific endeavors require science process skills such as data interpretation, problem solving, experimental design, scientific writing, oral communication, collaborative work, and critical analysis of primary literature. These are the fundamental skills upon which the conceptual framework of scientific expertise is built. Unfortunately, most college science departments lack a formalized curriculum for teaching undergraduates science process skills. However, evidence strongly suggests that explicitly teaching undergraduates skills early in their education may enhance their understanding of science content. Our research reveals that faculty overwhelming support teaching undergraduates science process skills but typically do not spend enough time teaching skills due to the perceived need to cover content. To encourage faculty to address this issue, we provide our pedagogical philosophies, methods, and materials for teaching science process skills to freshman pursuing life science majors. We build upon previous work, showing student learning gains in both reading primary literature and scientific writing, and share student perspectives about a course where teaching the process of science, not content, was the focus. We recommend a wider implementation of courses that teach undergraduates science process skills early in their studies with the goals of improving student success and retention in the sciences and enhancing general science literacy. PMID:21123699

  11. Research Review: Implications of Metaphorical Thinking for Teaching Artists

    ERIC Educational Resources Information Center

    Baxter, Kristin

    2009-01-01

    This review presents a rare blend of a scholar's insight into research and a teaching artist's insight into what the implications of that research can and should be for all teaching artists, regardless of their field. The author thoroughly examines Daniel Serig's 2006 research "A Conceptual Structure of Visual Metaphor" (Studies in Art Education,…

  12. Learning and Teaching Elementary Subjects. Advances in Research on Teaching. Volume 5.

    ERIC Educational Resources Information Center

    Brophy, Jere, Ed.

    This publication is the fifth volume in the "Advanced in Research on Teaching" series, which has been established to provide state-of-the-art conceptualization and analysis of the processes involved in functioning as a classroom teacher. This volume focuses on the work of the Center for the Learning and Teaching of Elementary Subjects in…

  13. Preferred learning styles among prospective research methodology course students at Taibah University, Saudi Arabia.

    PubMed

    R Abdallah, Ayat; Al-zalabani, Abdulmohsen; Alqabshawi, Reem

    2013-04-01

    Knowledge of students' preferred learning styles is important while developing teaching strategies that influence student commitment during the course. The VARK questionnaire is one of the commonly used learning style inventories. The aim of this study was to determine and assess the sex-based differences in learning style preferences among second-year medical students at Taibah University who were prospective students for the research methodology course. All second-year medical students at Taibah University (n=129) were invited to participate in the study and were administered the Arabic version of the VARK questionnaire. A total of 89 students, 45 female and 44 male, completed the questionnaire with a response rate of 67%. The students were classified according to the VARK questionnaire as visual, read/write, auditory, kinesthetic, and multimodal learners. Nearly two-thirds (66.3%) of the students preferred multimodality for information presentation. Male and female students showed significantly different learning style preferences (P=0.02). Female students tended to prefer the multimodal learning style more compared with male students (77.8% vs. 54.5%, respectively). Furthermore, 33.7% of students preferred the single mode of information presentation (45.5% male and 22.2% female students); the auditory mode was the predominant selection among the unimodal male and female learners (41% of male vs. 11.1% of female students). The majority of the second-year medical students preferred multimodality in terms of learning preferences, with a significant difference between male and female students; female students tended to favor the multiple modes of information presentation more compared with male students. The study recommends modification of the teaching strategies of the current research methodology course toward the use of a variety of active learning techniques that would fit the different learning styles exhibited by the studied students, rather than classic

  14. What Is "Good" Teaching? Teacher Beliefs and Practices about Their Teaching

    ERIC Educational Resources Information Center

    Devine, Dympna; Fahie, Declan; McGillicuddy, Deirdre

    2013-01-01

    There has been increasing attention on teacher "quality" and effectiveness internationally. There is, however, little research documenting experienced teachers' classroom practices and their beliefs on why they teach the way they do. Drawing on a mixed methodological study of practices and beliefs across 12 primary and secondary schools,…

  15. Implementing an Evidence-Based Reflective Teaching Cycle: Using Scholarly Research in Curriculum Design

    ERIC Educational Resources Information Center

    Ragland, Rachel

    2016-01-01

    Course curriculum design using a research-teaching connection and reflective teaching is presented. The research-teaching connection is expanded to a three stage research-teaching-research cycle and reflection is expanded to include both faculty and students. Traditional disciplinary educational research was used to inform the design of the…

  16. Teaching Qualitative Research: A Successful Pilot of an Innovative Approach

    ERIC Educational Resources Information Center

    Danquah, Adam N.

    2017-01-01

    This paper describes the development and delivery of an innovative approach to teaching qualitative research methods in psychology. The teaching incorporated a range of "active" pedagogical practices that it shares with other teaching in this area, but was designed in such a way as to follow the arc of a qualitative research project in…

  17. The collision between research and teaching: destructive crash or beneficial fusion?

    NASA Astrophysics Data System (ADS)

    Wieman, Carl

    2005-04-01

    Every research active faculty member struggles to balance the time demands of research and classroom teaching. I will discuss how to minimize the inevitable conflict by finding ideas and strategies by which one activity can benefit the other. On the teaching side, examples include: 1) knowing the research literature (on learning) and using the research model of saving time and improving success by copying and building on past work; 2) making expert (i. e. your) reasoning, problem-solving strategies, and meaningful problems a major part of teaching; and 3) using technology effectively. On the research side, examples include using the research on learning and teaching both to improve the training of graduate research assistants and to present your research results in a more engaging meaningful fashion.

  18. Global Health Values of a Multidirectional Near Peer Training Program in Surgery, Pathology, Anatomy, Research Methodology, and Medical Education for Haitian, Rwandan, and Canadian Medical Students.

    PubMed

    Elharram, Malik; Dinh, Trish; Lalande, Annie; Ge, Susan; Gao, Sophie; Noël, Geoffroy

    As health care delivery increasingly requires providers to cross international borders, medical students at McGill University, Canada, developed a multidirectional exchange program with Haiti and Rwanda. The program integrates surgery, pathology, anatomy, research methodology, and medical education. The aim of the present study was to explore the global health value of this international training program to improve medical education within the environment of developing countries, such as Haiti and Rwanda, while improving sociocultural learning of Canadian students. Students from the University of Kigali, Rwanda and Université Quisqueya, Haiti, participated in a 3-week program at McGill University. The students spanned from the first to sixth year of their respective medical training. The program consisted of anatomy dissections, surgical simulations, clinical pathology shadowing, and interactive sessions in research methodology and medical education. To evaluate the program, a survey was administered to students using a mixed methodology approach. Common benefits pointed out by the participants included personal and professional growth. The exchange improved career development, sense of responsibility toward one's own community, teaching skills, and sociocultural awareness. The participants all agreed that the anatomy dissections improved their knowledge of anatomy and would make them more comfortable teaching the material when the returned to their university. The clinical simulation activities and shadowing experiences allowed them to integrate the different disciplines. However, the students all felt the research component had too little time devoted to it and that the knowledge presented was beyond their educational level. The development of an integrated international program in surgery, pathology, anatomy, research methodology, and medical education provided medical students with an opportunity to learn about differences in health care and medical education

  19. Current Status of Research in Teaching and Learning Evolution: I. Philosophical/Epistemological Issues

    NASA Astrophysics Data System (ADS)

    Smith, Mike U.

    2010-06-01

    Scholarship that addresses teaching and learning about evolution has rapidly increased in recent years. This review of that scholarship first addresses the philosophical/epistemological issues that impinge on teaching and learning about evolution, including the proper philosophical goals of evolution instruction; the correlational and possibly causal relationships among knowing, understanding, accepting, and believing; and the factors that affect student understanding, acceptance, and/or belief. Second, I summarize the specific epistemological issues involved, including empiricism, naturalism, philosophical vs methodological materialism, science vs religion as non-overlapping magisteria, and science as a way of knowing. Third, the paper critically reviews the strengths and weaknesses of the research tools available to measure the nature of science, epistemological beliefs, and especially the acceptance of evolution. Based on these findings, further research in these areas, especially study of the factors that cause lack of explanatory coherence as well as replications of studies that promise to explain current confusing findings about the interrelationships among student understanding, acceptance, and belief in evolution, are called for. In addition, this review calls for more longitudinal studies to delineate causal connections as well as improved measurement tools.

  20. From Brand Image Research to Teaching Assessment: Using a Projective Technique Borrowed from Marketing Research to Aid an Understanding of Teaching Effectiveness

    ERIC Educational Resources Information Center

    Boddy, Clive Roland

    2004-01-01

    This paper describes how a simple qualitative market research technique using a projective device called a bubble drawing can be used as a useful feedback device to gain an understanding of students' views of the teaching effectiveness of a market research lecture. Comparisons are made with feedback gained from teaching observations and insights…

  1. How should we teach faculty about research-based teaching?

    NASA Astrophysics Data System (ADS)

    Olmstead, Alice; Turpen, Chandra; Prather, Edward E.

    2015-01-01

    Faculty professional development (PD) workshops are the primary mechanism used to increase the adoption and adaptation of research-based instructional strategies (RBIS). PD workshops draw in large numbers of physics and astronomy instructors and can serve a critical role in changing instructional practices within our community. Our research focuses on two of the largest and longest-running PD workshops accessible to faculty: the New Physics and Astronomy Faculty Workshop and the Center for Astronomy Education Tier I Teaching Excellence Workshop. We seek to reveal opportunities to improve these workshops through increased awareness of instructors' experiences and prior knowledge, and increased awareness of how these workshops are designed and implemented.Other studies often assume that instructors have coherent theories of teaching and learning, and conclude that many have wrong ideas that need to be confronted or 'fixed'. Our approach is to first investigate the ideas that instructors have about teaching and learning, and identify what we call their 'potentially productive resources'. This approach is better suited to inform respectful PD efforts that build on instructors' intuitions, and we have analyzed interviews with several young astronomy/physics faculty members who were about to attend these PD workshops to demonstrate how this approach can be applied. The primary findings of our first study are: 1) instructors are trying out practices that show some alignment with common RBIS; 2) instructors' values show alignment with common discipline-based education research goals; and 3) instructors often experience dissatisfaction with specific aspects of their instruction. Taken together our findings are poised to inform changes to existing PD efforts.Our ongoing research focuses on the development of a real-time observation tool to document what happens during workshops and what learning opportunities these PD practices create for participants. We will show the

  2. Qualitative-Based Methodology to Teaching Qualitative Methodology in Higher Education

    ERIC Educational Resources Information Center

    Katz, Sara

    2015-01-01

    There is no defined theory for teaching Qualitative Inquiry, and very few studies have focused on the topic. This study is a qualitative case study focused on the Qualitative Methods course that I teach at a college of education in Israel. The aim of the study is to explore and describe the course, to provide a true picture of my pedagogy, and to…

  3. Critical Communicative Methodology: Informing Real Social Transformation through Research

    ERIC Educational Resources Information Center

    Gomez, Aitor; Puigvert, Lidia; Flecha, Ramon

    2011-01-01

    The critical communicative methodology (CCM) is a methodological response to the dialogic turn of societies and sciences that has already had an important impact in transforming situations of inequality and exclusion. Research conducted with the CCM implies continuous and egalitarian dialogue among researchers and the people involved in the…

  4. Curriculum and Faculty Development for the Teaching of Academic Research Ethics.

    ERIC Educational Resources Information Center

    Stern, Judy E.; Elliott, Deni

    This report summarizes a three-year project to design a graduate level course in ethics and scientific research at Dartmouth College (New Hampshire). The goals of the project were: (1) to train faculty to teach a course in research ethics, (2) to pilot-teach a graduate course in ethics and scientific research, and (3) to develop teaching materials…

  5. The Change towards a Teaching Methodology Based on Competences: A Case Study in a Spanish University

    ERIC Educational Resources Information Center

    Gonzalez, Jose Maria G.; Arquero Montaño, Jose Luis; Hassall, Trevor

    2014-01-01

    The European Higher Education Area (EHEA) has promoted the implementation of a teaching methodology based on competences. Drawing on New Institutional Sociology, the present work aims to identify and improve knowledge concerning the factors which are hindering that change in the Spanish university system. This is investigated using a case study…

  6. A Research on a Student-Centred Teaching Model in an ICT-Based English Audio-Video Speaking Class

    ERIC Educational Resources Information Center

    Lu, Zhihong; Hou, Leijuan; Huang, Xiaohui

    2010-01-01

    The development and application of Information and Communication Technologies (ICT) in the field of Foreign Language Teaching (FLT) have had a considerable impact on the teaching methodologies in China. With an increasing emphasis on strengthening students' learning initiative and adopting a "student-centred" teaching concept in FLT,…

  7. Photovoice as a Teaching Tool: Learning by Doing with Visual Methods

    ERIC Educational Resources Information Center

    Schell, Kara; Ferguson, Alana; Hamoline, Rita; Shea, Jennifer; Thomas-MacLean, Roanne

    2009-01-01

    There has been a lack of research done on in-class teaching and learning using visual methods. The purpose of this article is to demonstrate an enriched teaching and learning experience, facilitated by a Photovoice project, in an Advanced Methodology class where sociology graduate students were exposed to various social research methods and…

  8. Selected Styles in Web-Based Educational Research

    ERIC Educational Resources Information Center

    Mann, Bruce, Ed.

    2006-01-01

    "Selected Styles in Web-Based Educational Research" is concerned with the most common research styles in Web-based teaching or learning. It is intended for practitioners, educators and students, who wish to learn how to conduct research in online teaching and learning, and helps define style in educational research methodology. To…

  9. Qualitative case study methodology in nursing research: an integrative review.

    PubMed

    Anthony, Susan; Jack, Susan

    2009-06-01

    This paper is a report of an integrative review conducted to critically analyse the contemporary use of qualitative case study methodology in nursing research. Increasing complexity in health care and increasing use of case study in nursing research support the need for current examination of this methodology. In 2007, a search for case study research (published 2005-2007) indexed in the CINAHL, MEDLINE, EMBASE, PsychINFO, Sociological Abstracts and SCOPUS databases was conducted. A sample of 42 case study research papers met the inclusion criteria. Whittemore and Knafl's integrative review method guided the analysis. Confusion exists about the name, nature and use of case study. This methodology, including terminology and concepts, is often invisible in qualitative study titles and abstracts. Case study is an exclusive methodology and an adjunct to exploring particular aspects of phenomena under investigation in larger or mixed-methods studies. A high quality of case study exists in nursing research. Judicious selection and diligent application of literature review methods promote the development of nursing science. Case study is becoming entrenched in the nursing research lexicon as a well-accepted methodology for studying phenomena in health and social care, and its growing use warrants continued appraisal to promote nursing knowledge development. Attention to all case study elements, process and publication is important in promoting authenticity, methodological quality and visibility.

  10. Identifying content knowledge for teaching energy: Examples from high school physics

    NASA Astrophysics Data System (ADS)

    Robertson, Amy D.; Scherr, Rachel E.; Goodhew, Lisa M.; Daane, Abigail R.; Gray, Kara E.; Aker, Leanna B.

    2017-06-01

    "Content knowledge for teaching" is the specialized content knowledge that teachers use in practice—the content knowledge that serves them for tasks of teaching such as revoicing students' ideas, choosing an instructional activity to address a student misunderstanding, and evaluating student statements. We describe a methodology for selecting and analyzing classroom episodes showing content knowledge for teaching about energy (CKT-E), and illustrate this methodology with examples from high school physics instruction. Our work has implications for research on teacher knowledge and for professional development that enhances teacher CKT-E.

  11. A Constructive Teaching Model in Learning Research Concept for English Language Teaching Students

    ERIC Educational Resources Information Center

    Anwar, Khoirul

    2015-01-01

    This is a study to focus on analyzing the use of constructive teaching method toward the students' motivation in learning content subject of Introduction to Research of English Language Teaching. By using a mix-method of qualitative and quantitative analysis, the data are collected by using questionnaire and classroom observation. The…

  12. Common Methodological Problems in Research on the Addictions.

    ERIC Educational Resources Information Center

    Nathan, Peter E.; Lansky, David

    1978-01-01

    Identifies common problems in research on the addictions and offers suggestions for remediating these methodological problems. The addictions considered include alcoholism and drug dependencies. Problems considered are those arising from inadequate, incomplete, or biased reviews of relevant literatures and methodological shortcomings of subject…

  13. A conceptual framework for teaching research in nursing.

    PubMed

    Wright, S C D

    2005-08-01

    Though research is often referred to the lifeblood, hallmark or cornerstone in the development of a profession (Brink, 1996:2), teaching research in nursing is a challenge. The challenge does not just lie in teaching the subject, but in resistance and unwillingness of students to engage in the subject. In the experience of the researcher, registered nurses identify themselves with being a nurse and a caregiver; the role of researcher has never been internalised. The challenge is to achieve the outcome envisaged, namely, nurses who are knowledgeable consumers of research as well as continuous productive scholars in their application of nursing. Research generates knowledge and knowledge is the basis of caring with excellence. Nursing is an art and a science and the science must produce the knowledge upon which the art is based. The purpose of this article is to propose a conceptual framework of how to teach research in order to achieve such a successful outcome. The conceptual framework proposed in this article is based on four pillars, theoretical knowledge of research, scientific writing, psychological support and experiential learning. The importance of the research facilitator, not just as a teacher but also as a positive role model, is also described.

  14. Interactive Whiteboards for Teaching and Learning Science: Ascertaining Research

    ERIC Educational Resources Information Center

    Mata, Liliana; Lazar, Gabriel; Lazar, Iuliana

    2016-01-01

    The purpose of this paper is to analyze of latest research focused on the investigation of interactive whiteboards used in teaching and learning Science. In the theoretical framework the main objectives are: a) the identification of specific research regarding the integration of interactive whiteboards in teaching and learning Science and b) the…

  15. Teaching/Learning Methods and Students' Classification of Food Items

    ERIC Educational Resources Information Center

    Hamilton-Ekeke, Joy-Telu; Thomas, Malcolm

    2011-01-01

    Purpose: This study aims to investigate the effectiveness of a teaching method (TLS (Teaching/Learning Sequence)) based on a social constructivist paradigm on students' conceptualisation of classification of food. Design/methodology/approach: The study compared the TLS model developed by the researcher based on the social constructivist paradigm…

  16. Factors That Influence the Understanding of Good Mathematics Teaching

    ERIC Educational Resources Information Center

    Leong, Kwan Eu

    2013-01-01

    This study explored the factors that influenced the understanding of good mathematics teaching. A mixed methodology was used investigate the beliefs of beginning secondary teachers on good mathematics teaching. The two research instruments used in this study were the survey questionnaire and an interview. Beginning teachers selected Immediate…

  17. The Structure of Research Methodology Competency in Higher Education and the Role of Teaching Teams and Course Temporal Distance

    ERIC Educational Resources Information Center

    Schweizer, Karl; Steinwascher, Merle; Moosbrugger, Helfried; Reiss, Siegbert

    2011-01-01

    The development of research methodology competency is a major aim of the psychology curriculum at universities. Usually, three courses concentrating on basic statistics, advanced statistics and experimental methods, respectively, serve the achievement of this aim. However, this traditional curriculum-based course structure gives rise to the…

  18. A methodological review of qualitative case study methodology in midwifery research.

    PubMed

    Atchan, Marjorie; Davis, Deborah; Foureur, Maralyn

    2016-10-01

    To explore the use and application of case study research in midwifery. Case study research provides rich data for the analysis of complex issues and interventions in the healthcare disciplines; however, a gap in the midwifery research literature was identified. A methodological review of midwifery case study research using recognized templates, frameworks and reporting guidelines facilitated comprehensive analysis. An electronic database search using the date range January 2005-December 2014: Maternal and Infant Care, CINAHL Plus, Academic Search Complete, Web of Knowledge, SCOPUS, Medline, Health Collection (Informit), Cochrane Library Health Source: Nursing/Academic Edition, Wiley online and ProQuest Central. Narrative evaluation was undertaken. Clearly worded questions reflected the problem and purpose. The application, strengths and limitations of case study methods were identified through a quality appraisal process. The review identified both case study research's applicability to midwifery and its low uptake, especially in clinical studies. Many papers included the necessary criteria to achieve rigour. The included measures of authenticity and methodology were varied. A high standard of authenticity was observed, suggesting authors considered these elements to be routine inclusions. Technical aspects were lacking in many papers, namely a lack of reflexivity and incomplete transparency of processes. This review raises the profile of case study research in midwifery. Midwives will be encouraged to explore if case study research is suitable for their investigation. The raised profile will demonstrate further applicability; encourage support and wider adoption in the midwifery setting. © 2016 John Wiley & Sons Ltd.

  19. Ethical and methodological issues in research with Sami experiencing disability.

    PubMed

    Melbøe, Line; Hansen, Ketil Lenert; Johnsen, Bjørn-Eirik; Fedreheim, Gunn Elin; Dinesen, Tone; Minde, Gunn-Tove; Rustad, Marit

    2016-01-01

    A study of disability among the indigenous Sami people in Norway presented a number of ethical and methodological challenges rarely addressed in the literature. The main study was designed to examine and understand the everyday life, transitions between life stages and democratic participation of Norwegian Sami people experiencing disability. Hence, the purpose of this article is to increase the understanding of possible ethical and methodological issues in research within this field. The article describes and discusses ethical and methodological issues that arose when conducting our study and identifies some strategies for addressing issues like these. The ethical and methodological issues addressed in the article are based on a qualitative study among indigenous Norwegian Sami people experiencing disability. The data in this study were collected through 31 semi-structured in-depth interviews with altogether 24 Sami people experiencing disability and 13 next of kin of Sami people experiencing disability (8 mothers, 2 fathers, 2 sister and 1 guardian). The researchers identified 4 main areas of ethical and methodological issues. We present these issues chronologically as they emerged in the research process: 1) concept of knowledge when designing the study, 2) gaining access, 3) data collection and 4) analysis and accountability. The knowledge generated from this study has the potential to benefit future health research, specifically of Norwegian Sami people experiencing disability, as well as health research concerning indigenous people in general, providing scientific-based insight into important ethical and methodological issues in research with indigenous people experiencing disability.

  20. Learning outcomes of "The Oncology Patient" study among nursing students: A comparison of teaching strategies.

    PubMed

    Roca, Judith; Reguant, Mercedes; Canet, Olga

    2016-11-01

    Teaching strategies are essential in order to facilitate meaningful learning and the development of high-level thinking skills in students. To compare three teaching methodologies (problem-based learning, case-based teaching and traditional methods) in terms of the learning outcomes achieved by nursing students. This quasi-experimental research was carried out in the Nursing Degree programme in a group of 74 students who explored the subject of The Oncology Patient through the aforementioned strategies. A performance test was applied based on Bloom's Revised Taxonomy. A significant correlation was found between the intragroup theoretical and theoretical-practical dimensions. Likewise, intergroup differences were related to each teaching methodology. Hence, significant differences were estimated between the traditional methodology (x-=9.13), case-based teaching (x-=12.96) and problem-based learning (x-=14.84). Problem-based learning was shown to be the most successful learning method, followed by case-based teaching and the traditional methodology. Copyright © 2016 Elsevier Ltd. All rights reserved.

  1. Creating and evaluating a new clicker methodology

    NASA Astrophysics Data System (ADS)

    Li, Pengfei

    "Clickers", an in-class polling system, has been used by many instructors to add active learning and formative assessment to previously passive traditional lectures. While considerable research has been conducted on clicker increasing student interaction in class, less research has been reported on the effectiveness of using clicker to help students understand concepts. This thesis reported a systemic project by the OSU Physics Education group to develop and test a new clicker methodology. Clickers question sequences based on a constructivist model of learning were used to improve classroom dynamics and student learning. They also helped students and lecturers understand in real time whether a concept had been assimilated or more effort was required. Chapter 1 provided an introduction to the clicker project. Chapter 2 summarized widely-accepted teaching principles that have arisen from a long history of research and practice in psychology, cognitive science and physics education. The OSU clicker methodology described in this thesis originated partly from our years of teaching experience, but mostly was based on these teaching principles. Chapter 3 provided an overview of the history of clicker technology and different types of clickers. Also, OSU's use of clickers was summarized together with a list of common problems and corresponding solutions. These technical details may be useful for those who want to use clickers. Chapter 4 discussed examples of the type and use of question sequences based on the new clicker methodology. In several years of research, we developed a base of clicker materials for calculus-based introductory physics courses at OSU. As discussed in chapter 5, a year-long controlled quantitative study was conducted to determine whether using clickers helps students learn, how using clickers helps students learn and whether students perceive that clicker has a positive effect on their own learning process. The strategy for this test was based on

  2. Training of Vocational Education Teachers in Research Methodology and Research Report Writing.

    ERIC Educational Resources Information Center

    Beaumariage, G. N., Jr.

    A 45-hour three-unit course in research design, data collection techniques, and research report writing was prepared and taught to vocational/technology instructors. The course emphasized the relationship of design and data to the final reports in terms of techniques used. As a result of teaching the course, a second syllabus was developed…

  3. Evaluating and Redesigning Teaching Learning Sequences at the Introductory Physics Level

    ERIC Educational Resources Information Center

    Guisasola, Jenaro; Zuza, Kristina; Ametller, Jaume; Gutierrez-Berraondo, José

    2017-01-01

    In this paper we put forward a proposal for the design and evaluation of teaching and learning sequences in upper secondary school and university. We will connect our proposal with relevant contributions on the design of teaching sequences, ground it on the design-based research methodology, and discuss how teaching and learning sequences designed…

  4. Methodological factors conducting research with incarcerated persons with diabetes.

    PubMed

    Reagan, Louise; Shelton, Deborah

    2016-02-01

    The aim of this study was to describe methodological issues specific to conducting research with incarcerated vulnerable populations who have diabetes. Much has been written about the ethical and logistical challenges of conducting research with vulnerable incarcerated populations. However, conducting research with incarcerated persons with diabetes is associated with additional issues related to research design, measurement, sampling and recruitment, and data collection procedures. A cross-sectional study examining the relationships of diabetes knowledge, illness representation and self-care behaviors with glycemic control in 124 incarcerated persons was conducted and serves as the basis for describing methodological factors for the conduct of research with an incarcerated population with diabetes. Within this incarcerated population with diabetes, sampling bias due to gender inequity, recruitment of participants not using insulin, self-reported vision impairment, and a lack of standardized instruments especially for measuring diabetes self-care were methodological challenges. Clinical factors that serve as potential barriers for study conduct were identified as risk for hypoglycemia due to insulin timing and other activities. Conducting research with incarcerated persons diagnosed with diabetes requires attention to a set of methodological concerns above and beyond that of the ethical and legal regulations for protecting the rights of this vulnerable population. To increase opportunities for conducting rigorous as well as facility- and patient-friendly research, researchers need to blend their knowledge of diabetes with an understanding of prison rules and routines. Copyright © 2015 Elsevier Inc. All rights reserved.

  5. Towards Methodologically Inclusive Research Syntheses: Expanding Possibilities. Routledge Research in Education

    ERIC Educational Resources Information Center

    Suri, Harsh

    2013-01-01

    Primary research in education and social sciences is marked by a diversity of methods and perspectives. How can we accommodate and reflect such diversity at the level of synthesizing research? What are the critical methodological decisions in the process of a research synthesis, and how do these decisions open up certain possibilities, while…

  6. A Metadata based Knowledge Discovery Methodology for Seeding Translational Research.

    PubMed

    Kothari, Cartik R; Payne, Philip R O

    2015-01-01

    In this paper, we present a semantic, metadata based knowledge discovery methodology for identifying teams of researchers from diverse backgrounds who can collaborate on interdisciplinary research projects: projects in areas that have been identified as high-impact areas at The Ohio State University. This methodology involves the semantic annotation of keywords and the postulation of semantic metrics to improve the efficiency of the path exploration algorithm as well as to rank the results. Results indicate that our methodology can discover groups of experts from diverse areas who can collaborate on translational research projects.

  7. Sharing Control: Developing Research Literacy through Community-Based Action Research

    ERIC Educational Resources Information Center

    Juergensmeyer, Erik

    2011-01-01

    This article suggests that the methodology of community-based action research provides concrete strategies for fostering effective community problem solving. To argue for a community research pedagogy, the author draws upon past and present scholarship in action research and participatory action research, experiences teaching an undergraduate…

  8. Methodological Review of Intimate Partner Violence Prevention Research

    ERIC Educational Resources Information Center

    Murray, Christine E.; Graybeal, Jennifer

    2007-01-01

    The authors present a methodological review of empirical program evaluation research in the area of intimate partner violence prevention. The authors adapted and utilized criterion-based rating forms to standardize the evaluation of the methodological strengths and weaknesses of each study. The findings indicate that the limited amount of…

  9. Multiculturalism and FYC Teacher Training: An Examination of GTA Perspectives on Being Trained to Teach in a Multicultural, College Classroom

    ERIC Educational Resources Information Center

    Recasner, Chantae C.

    2010-01-01

    This research study was designed to determine graduate teaching assistants' (GTAs) perspective on their preparation to teach First Year Composition (FYC) in a multicultural teaching context and to determine the relevance of culturally responsive teaching to this experience. The study utilized the qualitative research methodology Portraiture and…

  10. Perspective on Research and Teaching in Psychology: Enrichment or Burden?

    ERIC Educational Resources Information Center

    Jucks, Regina; Hillbrink, Alessa

    2017-01-01

    In Germany, most PhD psychology students are engaged in research and teach as well. As a result, they may experience both synergy and competition between these two activities. How do PhD psychology students themselves perceive the relationship between research and teaching? And how does this perception depend on their conceptions of research and…

  11. The "Research-Teaching Nexus" and the Learning-Teaching Relationship: Who's in Charge?

    ERIC Educational Resources Information Center

    Rowe, Christopher; Okell, Eleanor

    2009-01-01

    This article engages, from the point of view of the higher education (HE) department and practitioner, with the realities, and explores the rhetoric, of the "research-teaching nexus" with reference to the role of research and research skills, in the context of the student experience in higher education. The ultimate questions are: How…

  12. Teaching qualitative research as a means of socialization to nursing.

    PubMed

    Arieli, Daniella; Tamir, Batya; Man, Michal

    2015-06-01

    The aim of the present article is to present a model for teaching qualitative research as part of nursing education. The uniqueness of the course model is that it seeks to combine two objectives: (1) initial familiarization of the students with the clinical-nursing environment and the role of the nurse; and (2) understanding the qualitative research approach and inculcation of basic qualitative research skills. The article describes how teaching two central genres in qualitative research - ethnographic and narrative research - constitutes a way of teaching the important skills, concepts, and values of the nursing profession. The article presents the model's structure, details its principal stages, and explains the rationale of each stage. It also presents the central findings of an evaluation of the model's implementation in eight groups over a two-year period. In this way the article seeks to contribute to nursing education literature in general, and to those engaged in clinical training and teaching qualitative research in nursing education in particular. Copyright © 2015 Elsevier Ltd. All rights reserved.

  13. Web-Based Student Feedback: Comparing Teaching-Award and Research-Award Recipients

    ERIC Educational Resources Information Center

    Symbaluk, Diane G.; Howell, Andrew J.

    2010-01-01

    We examined web-based ratings and open-ended comments of teaching-award winners (n = 120) and research-award winners (n = 119) to determine if teaching-award winners received more favourable ratings and comments on RateMyProfessors.com. As predicted, students rated teaching-award winners higher than research-award winners on measures of teaching…

  14. Drugs of Abuse and Addiction: An integrated approach to teaching.

    PubMed

    Miller, Lindsey N; Mercer, Susan L

    2017-05-01

    To describe the design, implementation, and student perceptions of a Drugs of Abuse and Addiction elective course utilizing an integrated teaching model. Third-year pharmacy students enrolled in the two credit hour elective. Teaching methodology included didactic lecture, journal club, simulated addiction assignment with reflection, debates, external speakers, site visit to a residential drug court program and research paper with presentation. A course objective survey was administered upon course completion. All students strongly agreed that having science- and clinical-based faculty members develop and deliver course content was beneficial. Additionally, all students agree to strongly agree that their research project helped them integrate and comprehend the science and practice surrounding drugs of abuse and addiction. Students enjoyed an integrated teaching approach and multiple teaching methodologies leading to increased engagement and enhancement of student learning. Course enrollment was beneficial for personalized learning, but limited student perspective. Copyright © 2017 Elsevier Inc. All rights reserved.

  15. Cultivating the scientific research ability of undergraduate students in teaching of genetics.

    PubMed

    Xing, Wan-jin; Morigen, Morigen

    2016-11-20

    The classroom is the main venue for undergraduate teaching. It is worth pondering how to cultivate undergraduate's research ability in classroom teaching. Here we introduce the practices and experiences in teaching reform in genetics for training the research quality of undergraduate students from six aspects: (1) constructing the framework for curriculum framework systematicaly, (2) using the teaching content to reflect research progress, (3) explaining knowledge points with research activities, (4) explaining the scientific principles and experiments with PPT animation, (5) improving English reading ability through bilingual teaching, and (6) testing students' analysing ability through examination. These reforms stimulate undergraduate students' enthusiasm for learning, cultivate their ability to find, analyze and solve scientific problems, and improve their English reading and literature reviewing capacity, which lay a foundation for them to enter the field of scientific research.

  16. Learning How to Be a Research-Minded Teacher: Four Instrumental Music Education Students Investigate Good Music Teaching through Case Study Methodology

    ERIC Educational Resources Information Center

    Sindberg, Laura K.

    2016-01-01

    Increasing evidence, both in general education and music education, points to the significance of inquiry as a part of teacher preparation. The purpose of this case study was to investigate the ways in which an introductory research project would help preservice music educators understand good "music teaching" and to discover the extent…

  17. Interrogating Racism in Qualitative Research Methodology. Counterpoints.

    ERIC Educational Resources Information Center

    Lopez, Gerardo R., Ed.; Parker, Laurence, Ed.

    This book explores the link between critical race theory and qualitative research methodology, interrogating how race connects and conflicts with other areas of difference and is never entirely absent from the research process. After an introduction, "Critical Race Theory in Education: Theory, Praxis, and Recommendations" (Sylvia R.…

  18. Ethical and methodological issues in research with Sami experiencing disability.

    PubMed

    Melbøe, Line; Hansen, Ketil Lenert; Johnsen, Bjørn-Eirik; Fedreheim, Gunn Elin; Dinesen, Tone; Minde, Gunn-Tove; Rustad, Marit

    2016-01-01

    Background A study of disability among the indigenous Sami people in Norway presented a number of ethical and methodological challenges rarely addressed in the literature. Objectives The main study was designed to examine and understand the everyday life, transitions between life stages and democratic participation of Norwegian Sami people experiencing disability. Hence, the purpose of this article is to increase the understanding of possible ethical and methodological issues in research within this field. The article describes and discusses ethical and methodological issues that arose when conducting our study and identifies some strategies for addressing issues like these. Methods The ethical and methodological issues addressed in the article are based on a qualitative study among indigenous Norwegian Sami people experiencing disability. The data in this study were collected through 31 semi-structured in-depth interviews with altogether 24 Sami people experiencing disability and 13 next of kin of Sami people experiencing disability (8 mothers, 2 fathers, 2 sister and 1 guardian). Findings and discussion The researchers identified 4 main areas of ethical and methodological issues. We present these issues chronologically as they emerged in the research process: 1) concept of knowledge when designing the study, 2) gaining access, 3) data collection and 4) analysis and accountability. Conclusion The knowledge generated from this study has the potential to benefit future health research, specifically of Norwegian Sami people experiencing disability, as well as health research concerning indigenous people in general, providing scientific-based insight into important ethical and methodological issues in research with indigenous people experiencing disability.

  19. Ethical and methodological issues in research with Sami experiencing disability

    PubMed Central

    Melbøe, Line; Hansen, Ketil Lenert; Johnsen, Bjørn-Eirik; Fedreheim, Gunn Elin; Dinesen, Tone; Minde, Gunn-Tove; Rustad, Marit

    2016-01-01

    Background A study of disability among the indigenous Sami people in Norway presented a number of ethical and methodological challenges rarely addressed in the literature. Objectives The main study was designed to examine and understand the everyday life, transitions between life stages and democratic participation of Norwegian Sami people experiencing disability. Hence, the purpose of this article is to increase the understanding of possible ethical and methodological issues in research within this field. The article describes and discusses ethical and methodological issues that arose when conducting our study and identifies some strategies for addressing issues like these. Methods The ethical and methodological issues addressed in the article are based on a qualitative study among indigenous Norwegian Sami people experiencing disability. The data in this study were collected through 31 semi-structured in-depth interviews with altogether 24 Sami people experiencing disability and 13 next of kin of Sami people experiencing disability (8 mothers, 2 fathers, 2 sister and 1 guardian). Findings and discussion The researchers identified 4 main areas of ethical and methodological issues. We present these issues chronologically as they emerged in the research process: 1) concept of knowledge when designing the study, 2) gaining access, 3) data collection and 4) analysis and accountability. Conclusion The knowledge generated from this study has the potential to benefit future health research, specifically of Norwegian Sami people experiencing disability, as well as health research concerning indigenous people in general, providing scientific-based insight into important ethical and methodological issues in research with indigenous people experiencing disability. PMID:27396747

  20. Stylistic Patterns in Language Teaching Research Articles: A Multidimensional Analysis

    ERIC Educational Resources Information Center

    Kitjaroenpaiboon, Woravit; Getkham, Kanyarat

    2016-01-01

    This paper presents the results of a multidimensional analysis to investigate stylistic patterns and their communicative functions in language teaching research articles. The findings were that language teaching research articles contained six stylistic patterns and communicative functions. Pattern I consisted of seven salient positive features…

  1. Raising the Profile of Innovative Teaching in Higher Education? Reflections on the EquATE Project

    ERIC Educational Resources Information Center

    Robson, Sue; Wall, Kate; Lofthouse, Rachel

    2013-01-01

    This paper presents a methodology developed by members of the Research Centre for Learning and Teaching (RCfLAT) to collaborate with university teaching colleagues to produce theoretically- and pedagogically-based case studies of innovations in teaching and learning. The Equal Acclaim for Teaching Excellence (EquATE) project investigates…

  2. Typewriting Methodology 1977: Eight Basic Principles for Good Results

    ERIC Educational Resources Information Center

    Winger, Fred E.

    1977-01-01

    The eight basic principles of teaching methodology discussed are as follows: Stress position and technique, stress skill building, stress the pretest/practice/posttest method, stress action research, stress true production skills, stress good proofreading skills, stress performance goals, and stress individualized instruction. (TA)

  3. Methodological Aspects Regarding The Organizational Stress Analysis

    NASA Astrophysics Data System (ADS)

    Irimie, Sabina; Pricope (Muntean), Luminiţa Doina; Pricope, Sorin; Irimie, Sabin Ioan

    2015-07-01

    This work presents a research of methodology in occupational stress analyse in the educational field, as a part of a larger study. The objectives of the work are in finding accents in existence of significant relations between stressors and effects, meaning the differences between the indicators of occupational stress to teaching staff in primary and gymnasium school, taking notice of each specific condition: the institution as an entity, the working community, the discipline he/she is teaching others, the geographic and administrative district (urban/rural) and the quantification of stress level.

  4. The Fifty Minute Ethnography: Teaching Theory through Fieldwork

    ERIC Educational Resources Information Center

    Trnka, Susanna

    2017-01-01

    Ethnography is becoming an increasingly popular research methodology used across a number of disciplines. Typically, teaching students how to write an ethnography, much less how to undertake "fieldwork" (or the ethnographic research upon which ethnographies are based), is reserved for senior- or MA-level research methods courses. This…

  5. Research, Teaching, and Publication Productivity: Mutuality Versus Competition in Academia.

    ERIC Educational Resources Information Center

    Fox, Mary Frank

    1992-01-01

    Addresses the relationship between research and teaching in the social sciences. Explains that the study examined academic work from economics, political science, psychology, and sociology departments to determine work attitudes and practices. Concludes that teaching and research are not complementary roles but different conflicting dimensions.…

  6. Feminist Research Methodology Groups: Origins, Forms, Functions.

    ERIC Educational Resources Information Center

    Reinharz, Shulamit

    Feminist Research Methodology Groups (FRMGs) have developed as a specific type of women's group in which feminist academics can find supportive audiences for their work while contributing to a feminist redefinition of research methods. An analysis of two FRMGs reveals common characteristics, dynamics, and outcomes. Both were limited to small…

  7. De/signing Research in Education: Patchwork(ing) Methodologies with Theory

    ERIC Educational Resources Information Center

    Higgins, Marc; Madden, Brooke; Berard, Marie-France; Lenz Kothe, Elsa; Nordstrom, Susan

    2017-01-01

    Four education scholars extend the methodological space inspired by Jackson and Mazzei's "Thinking with Theory" through focusing on research design. The notion of de/sign is presented and employed to counter prescriptive method/ology that often sutures over pedagogical possibilities in research and educational settings. Key…

  8. Teaching nursing research to undergraduates: a text analysis of instructors' intentions.

    PubMed

    Porter, Eileen J; Mansour, Tamam B

    2003-04-01

    Reviews of teaching strategies for undergraduate nursing research have been organized according to (a) the type of learning to be achieved, such as learning by doing, or (b) the specific teaching strategy, such as a poster session. For this text analysis, a new tack was taken to reveal the intentions of undergraduate nursing research instructors for student learning. Giorgi's (1985) descriptive phenomenological method was used to analyze 77 narrative reports of instructors about research teaching strategies. Seven intentions were identified, including desensitizing negative perceptions about research and stimulating collaborative learning about research. The intentions were contrasted in scope and relevance to frameworks organized according to learning goals or teaching techniques. The relevance of the intentions was considered in relation to critical trends influencing nursing education. Copyright 2003 Wiley Periodicals, Inc. Res Nurs Health 26:128-142, 2003

  9. Exploring Alternative Approaches to Methodology in Educational Research

    ERIC Educational Resources Information Center

    Niaz, Mansoor

    2004-01-01

    The objective of this study is to provide in-service teachers an opportunity to become familiar with the controversial nature of progress in science (growth of knowledge) and its implications for research methodology in education. The study is based on 41 participants who had registered for a nine-week course on Methodology of Investigation in…

  10. Researching Assessment as Social Practice: Implications for Research Methodology

    ERIC Educational Resources Information Center

    Shay, Suellen

    2008-01-01

    Recent educational journals on both sides of the Atlantic have seen a resurgence of debate about the nature of educational research. As a contribution to these debates, this paper draws on theoretical and methodological "thinking tools" of French sociologist Pierre Bourdieu. Specifically, the paper explores what Jenkins [Jenkins, R.…

  11. Linking Research and Teaching: Are Research-Active Staff Members Different Teachers?

    ERIC Educational Resources Information Center

    Mägi, Eve; Beerkens, Maarja

    2016-01-01

    In the global competition of higher education, research intensity has become the key indicator of the quality of universities. This raises the issue of how, and whether at all, a research-intensive environment offers a better learning experience for students. One potential answer to this dilemma lies in research-related teaching. In this empirical…

  12. Key-Aspects of Scientific Modeling Exemplified by School Science Models: Some Units for Teaching Contextualized Scientific Methodology

    ERIC Educational Resources Information Center

    Develaki, Maria

    2016-01-01

    Models and modeling are core elements of scientific methods and consequently also are of key importance for the conception and teaching of scientific methodology. The epistemology of models and its transfer and adaption to nature of science education are not, however, simple themes. We present some conceptual units in which school science models…

  13. Action Research: A Methodology for Change and Development

    ERIC Educational Resources Information Center

    Somekh, Bridget

    2005-01-01

    This book presents a fresh view of action research as a methodology uniquely suited to researching the processes of innovation and change. Drawing on twenty-five years' experience of leading or facilitating action research projects, Bridget Somekh argues that action research can be a powerful systematic intervention, which goes beyond describing,…

  14. Conducting Indigenous Research in Western Knowledge Spaces: Aligning Theory and Methodology

    ERIC Educational Resources Information Center

    Singh, Myra; Major, Jae

    2017-01-01

    Walking simultaneously in two worlds as an Indigenous researcher, navigating Indigenous and Western epistemologies/methodologies can have its challenges. Indigenous methodologies have become an important element of qualitative research and have been increasingly taken up by both Indigenous and non-Indigenous researchers. Indigenous methodologies…

  15. On Improving the Experiment Methodology in Pedagogical Research

    ERIC Educational Resources Information Center

    Horakova, Tereza; Houska, Milan

    2014-01-01

    The paper shows how the methodology for a pedagogical experiment can be improved through including the pre-research stage. If the experiment has the form of a test procedure, an improvement of methodology can be achieved using for example the methods of statistical and didactic analysis of tests which are traditionally used in other areas, i.e.…

  16. Signature Concepts of Women Researchers in Higher Education Teaching and Learning

    ERIC Educational Resources Information Center

    Kandlbinder, Peter

    2014-01-01

    The history of research into higher education teaching and learning has been one led by male researchers. Individual women researchers have always been active in the field but their contributions have not received the same level of recognition as their male counterparts. A review of the research literature in journals focused on teaching and…

  17. Ashford Teaching Alliance Research Champion: Evaluation Report and Executive Summary

    ERIC Educational Resources Information Center

    Griggs, Julia; Speight, Svetlana; Farias, Javiera Cartagena

    2016-01-01

    The Ashford Teaching Alliance (ATA) Research Champion project ("the programme") was a pilot intervention aimed at developing teaching expertise and practice by promoting the use of educational research in decision-making and teacher practice. The programme ran for one academic year (2014/2015) in five schools within the ATA. Delivery was…

  18. An Analysis of Spectrum Research on Teaching

    ERIC Educational Resources Information Center

    Chatoupis, Constantine

    2010-01-01

    Spectrum research on teaching has been conducted since 1970s. The purpose of this study was to identify, categorize, and analyze research in this area. Fifty three Spectrum studies conducted between 1970 and 2008 were included in this study. Each paper was coded for (a) decade the study was published, (b) publication outlet/dissertation research,…

  19. Research Methods Teaching in Vocational Environments: Developing Critical Engagement with Knowledge?

    ERIC Educational Resources Information Center

    Gray, C.; Turner, R.; Sutton, C.; Petersen, C.; Stevens, S.; Swain, J.; Esmond, B.; Schofield, C.; Thackeray, D.

    2015-01-01

    Knowledge of research methods is regarded as crucial for the UK economy and workforce. However, research methods teaching is viewed as a challenging area for lecturers and students. The pedagogy of research methods teaching within universities has been noted as underdeveloped, with undergraduate students regularly expressing negative dispositions…

  20. Working the Dialectic: Teaching and Learning Teacher Research in Social Studies

    ERIC Educational Resources Information Center

    Martell, Christopher C.; Sequenzia, Maria R.

    2016-01-01

    This article presents two narratives of teaching and learning teacher research in social studies. Organized around the concept of working the dialectic, two social studies educators discuss their experiences as teachers and learners of teacher research. This article highlights the power of practitioner research to transform teaching and teacher…

  1. Research Thinking Development by Teaching Archaeoastronomy

    NASA Astrophysics Data System (ADS)

    Muglova, P. V.; Stoev, A. D.

    2006-08-01

    A model of research thinking development by teaching archaeoastronomy in specialized three-year extra-curriculum Astronomy programme and creation of favourable socio-educational surroundings is suggested. It is shown as a didactic system of conditions, influences and possibilities of answering specific hierarchic complex of personal needs in the 14 - 18 year age interval. Transformation of these needs in worldly values secures an active position of the students in the educational process and determines their personality development. It is also shown that the Archaeoastronomy School, as an educational environment, executes specific work of students' teaching, upbringing and progress as well as their inclusion in the real process of scientific research. Thus, they have the possibility of generating scientific ideas and obtaining results in the science archaeoastronomy. In consequence of this, their activity acquires social significance. Usages of this model of scientific school in the extra-curriculum Astronomy education reproduces norms and traditions of the real scientific research and directly relay subject content, cultural norms and values of archaeoastronomy in the educative process. Students' participation in archaeoastronomical expeditions, their competent work during the research of concrete archaeoastronomical objects create an investigation style of thinking and steady habits of scientific activity.

  2. Epistemological-Methodological Issues Related to Applied Organizational Research.

    ERIC Educational Resources Information Center

    van Meel, R. M.

    Applied research is supposed to take the perspective with the highest degree of corroboration as a basis for action. The realm of organizational perspectives is characterized, however, with a multitude of competing research programs, seldom tested against each other. Epistemological and methodological issues overwhelm inquiry in applied research.…

  3. Maximizing Teaching through Brain Research

    ERIC Educational Resources Information Center

    Pattridge, Gregory C.

    2009-01-01

    Teachers and parents who read about the brain on the Internet should do so critically to determine fact from opinion. Are the assertions real about certain methods/strategies that claim to be based on brain research? Will they make a difference in their teaching and in achievement levels? Turning theory into fact take time and replication of solid…

  4. A Research-Based Laboratory Course Designed to Strengthen the Research-Teaching Nexus

    ERIC Educational Resources Information Center

    Parra, Karlett J.; Osgood, Marcy P.; Pappas, Donald L., Jr.

    2010-01-01

    We describe a 10-week laboratory course of guided research experiments thematically linked by topic, which had an ultimate goal of strengthening the undergraduate research-teaching nexus. This undergraduate laboratory course is a direct extension of faculty research interests. From DNA isolation, characterization, and mutagenesis, to protein…

  5. Electing Research: Creating a Research Elective Is a Great Way to Teach In-Depth Skills

    ERIC Educational Resources Information Center

    Hofmann, Mary

    2005-01-01

    Mary Hoffman, was having a hard time teaching in-depth research skills to her middle school students, due to time limitations. So last fall, she approached her principal with an unprecedented idea: to offer kids a semester-long elective on research. What better way to teach comprehensive, analytical skills to those who really wanted a challenge?…

  6. Using the Pyramid Approach to Teaching Marketing Research.

    ERIC Educational Resources Information Center

    Peltier, James W.; Westfall, John; Ainscough, Thomas L.

    2001-01-01

    Underscores the need for teaching marketing research skills at the secondary level and shows how marketing research fits into marketing education. Provides an example of how to use the pyramid approach to research, which involves review of secondary sources, key informant interviews, focus groups, and quantitative research. (Author/JOW)

  7. Capturing Individual Uptake: Toward a Disruptive Research Methodology

    ERIC Educational Resources Information Center

    Bastian, Heather

    2015-01-01

    This article presents and illustrates a qualitative research methodology for studies of uptake. It does so by articulating a theoretical framework for qualitative investigations of uptake and detailing a research study designed to invoke and capture students' uptakes in a first-year writing classroom. The research design sought to make uptake…

  8. Teaching methodologies to promote creativity in the professional skills related to optics knowledge

    NASA Astrophysics Data System (ADS)

    Fernández-Oliveras, Alicia; Fernandez, Paz; Peña-García, Antonio; Oliveras, Maria L.

    2014-07-01

    We present the methodologies proposed and applied in the context of a teaching-innovation project developed at the University of Granada, Spain. The main objective of the project is the implementation of teaching methodologies that promote the creativity in the learning process and, subsequently, in the acquisition of professional skills. This project involves two subjects related with optics knowledge in undergraduate students. The subjects are "Illumination Engineering" (Bachelor's degree in Civil-Engineering) and "Optical and Optometric Instrumentation" (Bachelor's degree in and Optics and Optometry). For the first subject, the activities of our project were carried out in the theoretical classes. By contrast, in the case of the second subject, such activities were designed for the laboratory sessions. For "Illumination Engineering" we applied the maieutic technique. With this method the students were encouraged to establish relationships between the main applications of the subject and concepts that apparently unrelated with the subject framework. By means of several examples, the students became aware of the importance of cross-curricular and lateral thinking. We used the technique based on protocols of control and change in "Optical and Optometric Instrumentation". The modus operandi was focused on prompting the students to adopt the role of the professionals and to pose questions to themselves concerning the practical content of the subject from that professional role. This mechanism boosted the critical capacity and the independent-learning ability of the students. In this work, we describe in detail both subject proposals and the results of their application in the 2011-2012 academic course.

  9. Research into Practice: Grammar Learning and Teaching

    ERIC Educational Resources Information Center

    Larsen-Freeman, Diane

    2015-01-01

    This selective review of the second language acquisition and applied linguistics research literature on grammar learning and teaching falls into three categories: where research has had little impact (the non-interface position), modest impact (form-focused instruction), and where it potentially can have a large impact (reconceiving grammar).…

  10. Cycling the hot CNO: a teaching methodology

    NASA Astrophysics Data System (ADS)

    Frost-Schenk, J. W.; Diget, C. Aa; Bentley, M. A.; Tuff, A.

    2018-03-01

    An interactive activity to teach the hot Carbon, Nitrogen and Oxygen (HCNO) cycle is proposed. Justification for why the HCNO cycle is important is included via an example of x-ray bursts. The activity allows teaching and demonstration of half-life, nuclear isotopes, nuclear reactions, protons and α-particles, and catalytic processes. Whilst the process example is specific to astrophysics it may be used to teach more broadly about catalytic processes. This practical is designed for use with 10-20 participants, with the intention that the exercise will convey nuclear physics principles in a fun and interactive manner.

  11. Data Mining: A Hybrid Methodology for Complex and Dynamic Research

    ERIC Educational Resources Information Center

    Lang, Susan; Baehr, Craig

    2012-01-01

    This article provides an overview of the ways in which data and text mining have potential as research methodologies in composition studies. It introduces data mining in the context of the field of composition studies and discusses ways in which this methodology can complement and extend our existing research practices by blending the best of what…

  12. Research on Teaching in Physical Education: Questions and Comments.

    ERIC Educational Resources Information Center

    Lee, Amelia M.

    1991-01-01

    Reinforces some of the points made in Stephen Silverman's research review on teaching in physical education, examining the process-product paradigm, the measurement of learning and teaching, and the significance of student mediation. The article identifies issues that merit further discussion and analysis. (SM)

  13. Center for Research and Development in Teaching.

    ERIC Educational Resources Information Center

    Bush, Robert N.; Gage, N.L.

    1968-01-01

    The major portion of this report summarizes prior research at the Stanford Center for Research and Development in Teaching within the framework of three domains of variables: the behavioral or directly observable variables; the personological or those inferred from tests; and those institutional variables which affect the social, technological,…

  14. Multiple Methodologies: Using Community-Based Participatory Research and Decolonizing Methodologies in Kenya

    ERIC Educational Resources Information Center

    Elder, Brent C.; Odoyo, Kenneth O.

    2018-01-01

    In this project, we examined the development of a sustainable inclusive education system in western Kenya by combining community-based participatory research (CBPR) and decolonizing methodologies. Through three cycles of qualitative interviews with stakeholders in inclusive education, participants explained what they saw as foundational components…

  15. Methodological Issues in Research on Web-Based Behavioral Interventions

    PubMed Central

    Danaher, Brian G; Seeley, John R

    2013-01-01

    Background Web-based behavioral intervention research is rapidly growing. Purpose We review methodological issues shared across Web-based intervention research to help inform future research in this area. Methods We examine measures and their interpretation using exemplar studies and our research. Results We report on research designs used to evaluate Web-based interventions and recommend newer, blended designs. We review and critique methodological issues associated with recruitment, engagement, and social validity. Conclusions We suggest that there is value to viewing this burgeoning realm of research from the broader context of behavior change research. We conclude that many studies use blended research designs, that innovative mantling designs such as the Multiphase Optimization Strategy and Sequential Multiple Assignment Randomized Trial methods hold considerable promise and should be used more widely, and that Web-based controls should be used instead of usual care or no-treatment controls in public health research. We recommend topics for future research that address participant recruitment, engagement, and social validity. PMID:19806416

  16. Teaching Environmental Education through PBL: Evaluation of a Teaching Intervention Program

    NASA Astrophysics Data System (ADS)

    Vasconcelos, Clara

    2012-04-01

    If our chosen aim in science education is to be inclusive and to improve students' learning achievements, then we must identify teaching methodologies that are appropriate for teaching and learning specific knowledge. Karagiorgi and Symeo 2005) remind us that instructional designers are thus challenged to translate the philosophy of constructivism into current practice. Thus, research in science education must focus on evaluating intervention programs which ensure the effective construction of knowledge and development of competencies. The present study reports the elaboration, application and evaluation of a problem-based learning (PBL) program with the aim of examining its effectiveness with students learning Environmental Education. Prior research on both PBL and Environmental Education (EE) was conducted within the context of science education so as to elaborate and construct the intervention program. Findings from these studies indicated both the PBL methodology and EE as helpful for teachers and students. PBL methodology has been adopted in this study since it is logically incorporated in a constructivism philosophy application (Hendry et al. 1999) and it was expected that this approach would assist students towards achieving a specific set of competencies (Engel 1997). On the other hand, EE has evolved at a rapid pace within many countries in the new millennium (Hart 2007), unlike any other educational area. However, many authors still appear to believe that schools are failing to prepare students adequately in EE (Walsche 2008; Winter 2007). The following section describes the research that was conducted in both areas so as to devise the intervention program.

  17. Ayurvedic research and methodology: Present status and future strategies.

    PubMed

    Chauhan, Ashutosh; Semwal, Deepak Kumar; Mishra, Satyendra Prasad; Semwal, Ruchi Badoni

    2015-01-01

    Ayurveda is a science of life with a holistic approach to health and personalized medicine. It is one of the oldest medical systems, which comprises thousands of medical concepts and hypothesis. Interestingly, Ayurveda has ability to treat many chronic diseases such as cancer, diabetes, arthritis, and asthma, which are untreatable in modern medicine. Unfortunately, due to lack of scientific validation in various concepts, this precious gift from our ancestors is trailing. Hence, evidence-based research is highly needed for global recognition and acceptance of Ayurveda, which needs further advancements in the research methodology. The present review highlights various fields of research including literary, fundamental, drug, pharmaceutical, and clinical research in Ayurveda. The review further focuses to improve the research methodology for Ayurveda with main emphasis on the fundamental research. This attempt will certainly encourage young researchers to work on various areas of research for the development and promotion of Ayurveda.

  18. Didactic content and teaching methodologies on required allopathic US family medicine clerkships.

    PubMed

    Schwiebert, L P; Aspy, C B

    1999-02-01

    Despite the increased prominence of family medicine clerkships in required third- and fourth-year clinical rotations in US allopathic medical schools, the content of these clerkships varies markedly among institutions, and there is little in the literature concerning the current or desired content of family medicine clerkships. This study explores the didactic content of a national sample of required family medicine clerkships to assess what and how this important aspect of clerkship curriculum is taught. Using an original survey instrument, we surveyed US medical schools through mailings and follow-up phone contacts. We categorized free-form responses using a coding dictionary specific to this study and computed descriptive statistics. Of 127 medical schools contacted, 105 (83%) responded. Among respondents, 86 (82%) had a required family medicine clerkship, 80% of them in the third year. Mean clerkship length was 5.3 weeks (median = 4 weeks), and the mean number of didactic sessions was about 2 per week. Almost 80% of clerkships had sessions in the broad area of family medicine, and prevention was the most frequent individual topic, taught in 32 (37%) of clerkships. Seventy-one percent of sessions used methodologies other than lectures. The mean time devoted to teaching 24 of the top 26 topics identified in the survey was between 1.2 and 3.1 hours/rotation, although case presentations and common problems each averaged more than 7 hours on clerkships teaching these topics. This survey provided more detailed information than previously available about the didactic content of required US allopathic family medicine clerkships. The survey also documented the lack of agreement among these clerkships on didactic content. Most didactic sessions used interactive rather than lecture format. The information from this first detailed survey provides family medicine clerkship directors with national comparisons of didactic content and methodology as a foundation for further

  19. Methodological Choices in Peer Nomination Research

    ERIC Educational Resources Information Center

    Cillessen, Antonius H. N.; Marks, Peter E. L.

    2017-01-01

    Although peer nomination measures have been used by researchers for nearly a century, common methodological practices and rules of thumb (e.g., which variables to measure; use of limited vs. unlimited nomination methods) have continued to develop in recent decades. At the same time, other key aspects of the basic nomination procedure (e.g.,…

  20. Collaborative activities for improving the quality of science teaching and learning and learning to teach science

    NASA Astrophysics Data System (ADS)

    Tobin, Kenneth

    2012-03-01

    I have been involved in research on collaborative activities for improving the quality of teaching and learning high school science. Initially the collaborative activities we researched involved the uses of coteaching and cogenerative dialogue in urban middle and high schools in Philadelphia and New York (currently I have active research sites in New York and Brisbane, Australia). The research not only transformed practices but also produced theories that informed the development of additional collaborative activities and served as interventions for research and creation of heuristics for professional development programs and teacher certification courses. The presentation describes a collage of collaborative approaches to teaching and learning science, including coteaching, cogenerative dialogue, radical listening, critical reflection, and mindful action. For each activity in the collage I provide theoretical frameworks and empirical support, ongoing research, and priorities for the road ahead. I also address methodologies used in the research, illustrating how teachers and students collaborated as researchers in multilevel investigations of teaching and learning and learning to teach that included ethnography, video analysis, and sophisticated analyses of the voice, facial expression of emotion, eye gaze, and movement of the body during classroom interactions. I trace the evolution of studies of face-to-face interactions in science classes to the current focus on emotions and physiological aspects of teaching and learning (e.g., pulse rate, pulse strength, breathing patterns) that relate to science participation and achievement.

  1. Integrating Research, Teaching and Learning: Preparing the Future National STEM Faculty

    NASA Astrophysics Data System (ADS)

    Hooper, E. J.; Pfund, C.; Mathieu, R.

    2010-08-01

    A network of universities (Howard, Michigan State, Texas A&M, University of Colorado at Boulder, University of Wisconsin-Madison, Vanderbilt) have created a National Science Foundation-funded network to prepare a future national STEM (science, technology, engineering, mathematics) faculty committed to learning, implementing, and advancing teaching techniques that are effective for the wide range of students enrolled in higher education. The Center for the Integration of Research, Teaching and Learning (CIRTL; http://www.cirtl.net) develops, implements and evaluates professional development programs for future and current faculty. The programs comprise graduate courses, internships, and workshops, all integrated within campus learning communities. These elements are unified and guided by adherence to three core principles, or pillars: "Teaching as Research," whereby research skills are applied to evaluating and advancing undergraduate learning; "Learning through Diversity," in which the diversity of students' backgrounds and experiences are used as a rich resource to enhance teaching and learning; and "Learning Communities" that foster shared learning and discovery among students, and between future and current faculty within a department or institution. CIRTL established a laboratory for testing its ideas and practices at the University of Wisconsin-Madison, known as the Delta Program in Research, Teaching and Learning (http://www.delta.wisc.edu). The program offers project-based graduate courses, research mentor training, and workshops for post-docs, staff, and faculty. In addition, graduate students and post-docs can partner with a faculty member in a teaching-as-research internship to define and tackle a specific teaching and learning problem. Finally, students can obtain a Delta Certificate as testimony to their engagement in and commitment to teaching and learning. Delta has proved very

  2. Extending Research on "Conceptions of Teaching": Commonalities and Differences in Recent Investigations

    ERIC Educational Resources Information Center

    Gonzalez, Carlos

    2011-01-01

    There is a significant body of research on conceptions of teaching. However, newer studies have reported facets of teaching which did not emerge in previous research. This has lead to claims that there may be still much to learn about university teachers' conceptions of teaching. In this line, the present study is aimed at exploring, from a…

  3. Recent Research in Science Teaching and Learning

    ERIC Educational Resources Information Center

    Allen, Deborah

    2012-01-01

    This article features recent research in science teaching and learning. It presents three current articles of interest in life sciences education, as well as more general and noteworthy publications in education research. URLs are provided for the abstracts or full text of articles. For articles listed as "Abstract available," full text may be…

  4. How to emerge from the conservatism in clinical research methodology?

    PubMed

    Kotecki, Nuria; Penel, Nicolas; Awada, Ahmad

    2017-09-01

    Despite recent changes in clinical research methodology, many challenges remain in drug development methodology. Advances in molecular biology and cancer treatments have changed the clinical research landscape. Thus, we moved from empirical clinical oncology to molecular and immunological therapeutic approaches. Along with this move, adapted dose-limiting toxicities definitions, endpoints, and dose escalation methods have been proposed. Moreover, the classical frontier between phase I, phase II, and phase III has become unclear in particular for immunological approaches. So, investigators are facing major challenges in drug development methodology. We propose to individualize clinical research using innovative approaches to significantly improve patient outcomes and targeting what is considered unmet need. Integrating high level of translational research and performing well designed biomarker studies with great potential for clinical practice are of utmost importance. This could be performed within new models of clinical research networks and by building a strong collaboration between academic, cooperative groups, on-site investigators, and pharma.

  5. Chemistry Professors' Descriptions of the Impact of Research Engagement on Teaching

    ERIC Educational Resources Information Center

    Hua, Olivia; Shore, Bruce M.

    2014-01-01

    Professors endorse a symbiotic relationship between research and teaching, but empirical evidence supporting this relationship is inconsistent. Many studies operationalized research and teaching too narrowly to detect the believed relationship. Semi-structured, in-depth interviews were conducted with 27 chemistry professors from a large…

  6. Between Teaching and Research: Challenges of the Academic Profession in Croatia

    ERIC Educational Resources Information Center

    Turk, Marko; Ledic, Jasminka

    2016-01-01

    Discussions about synergy or independence of teaching and research are present in many studies (Bilic, 2009; Brew & Boud, 1995; Enders & Teichler, 1997; Griffiths, 2004; Jakovljevic, 2010; Jenkins, 2000; Ramsden & Moses, 1992). Humboldt's model introduced synergy between teaching and research, thus highlighting the importance of…

  7. Storying Literacies, Reimagining Classrooms: Teaching, Research, and Writing as Blurred Translating

    ERIC Educational Resources Information Center

    McManimon, Shannon K.

    2014-01-01

    I theorize teaching and researching as practices of "blurred translating" that center antioppressive education (Kumashiro, 2002) and storytelling (e.g., Frank, 2010; Zipes, 1995, 2004). Based in listening, research and teaching as blurred translating are relational, contextual, and ongoing processes oriented toward transformation and…

  8. Longitudinal Research with Sexual Assault Survivors: A Methodological Review

    ERIC Educational Resources Information Center

    Campbell, Rebecca; Sprague, Heather Brown; Cottrill, Sara; Sullivan, Cris M.

    2011-01-01

    Longitudinal research designs are relatively rare in the academic literature on rape and sexual assault despite their tremendous methodological rigor and scientific utility. In the interest of promoting wider use of such methods, we conducted a methodological review of projects that have used prospective longitudinal designs to study the…

  9. Exploration on the reform of the science and engineering experiment teaching based on the combination with teaching and scientific research

    NASA Astrophysics Data System (ADS)

    Song, Peng

    2017-08-01

    The existing problems of the experiment education in colleges and universities are analyzed. Take the science and engineering specialty as example, the idea of the combination with teaching and scientific research is discussed. The key problems are how the scientific research and scientific research achievements are used effectively in the experiment education, how to effectively use scientific research laboratories and scientific researchers. Then, a specialty experiment education system is established which is good for the teaching in accordance of all students' aptitude. The research in this paper can give the construction of the experiment teaching methods and the experiment system reform for the science and engineering specialties in colleges and universities.

  10. Developing Capacity for Research and Teaching in Higher Education: A Case of Makerere University

    ERIC Educational Resources Information Center

    Mugimu, Christopher B.; Nakabugo, Mary Goretti; Katunguka-Rwakishaya, Eli

    2013-01-01

    Research and teaching are key pillars in higher education. This article examines the factors associated with the current faculty research and teaching agenda at Makerere University (MU) and explores the realities of ongoing capacity building for faculty in research and teaching. This research was guided by the following questions: What motivates…

  11. Methodological standards and patient-centeredness in comparative effectiveness research: the PCORI perspective.

    PubMed

    2012-04-18

    Rigorous methodological standards help to ensure that medical research produces information that is valid and generalizable, and are essential in patient-centered outcomes research (PCOR). Patient-centeredness refers to the extent to which the preferences, decision-making needs, and characteristics of patients are addressed, and is the key characteristic differentiating PCOR from comparative effectiveness research. The Patient Protection and Affordable Care Act signed into law in 2010 created the Patient-Centered Outcomes Research Institute (PCORI), which includes an independent, federally appointed Methodology Committee. The Methodology Committee is charged to develop methodological standards for PCOR. The 4 general areas identified by the committee in which standards will be developed are (1) prioritizing research questions, (2) using appropriate study designs and analyses, (3) incorporating patient perspectives throughout the research continuum, and (4) fostering efficient dissemination and implementation of results. A Congressionally mandated PCORI methodology report (to be issued in its first iteration in May 2012) will begin to provide standards in each of these areas, and will inform future PCORI funding announcements and review criteria. The work of the Methodology Committee is intended to enable generation of information that is relevant and trustworthy for patients, and to enable decisions that improve patient-centered outcomes.

  12. Research on English Teaching and Learning: Taiwan (2004-2009)

    ERIC Educational Resources Information Center

    Chen, Suchiao; Tsai, Yachin

    2012-01-01

    This article analyzes research in second/foreign language teaching and learning conducted in Taiwan over the period 2004-2009. Representative articles published in local refereed journals and conference proceedings--not readily accessible outside Taiwan--are reviewed to reflect current trends in English teaching and learning. The main themes…

  13. Culturally Competent Social Work Research: Methodological Considerations for Research with Language Minorities

    ERIC Educational Resources Information Center

    Casado, Banghwa Lee; Negi, Nalini Junko; Hong, Michin

    2012-01-01

    Despite the growing number of language minorities, foreign-born individuals with limited English proficiency, this population has been largely left out of social work research, often due to methodological challenges involved in conducting research with this population. Whereas the professional standard calls for cultural competence, a discussion…

  14. Cycling the Hot CNO: A Teaching Methodology

    ERIC Educational Resources Information Center

    Frost-Schenk, J. W.; Diget, C. Aa.; Bentley, M. A.; Tuff, A.

    2018-01-01

    An interactive activity to teach the hot Carbon, Nitrogen and Oxygen (HCNO) cycle is proposed. Justification for why the HCNO cycle is important is included via an example of x-ray bursts. The activity allows teaching and demonstration of half-life, nuclear isotopes, nuclear reactions, protons and a-particles, and catalytic processes. Whilst the…

  15. Methodological considerations for research on ethnopolitical violence.

    PubMed

    Little, Todd D

    2017-02-01

    The methodological and epistemological challenges that research on ethnopolitical violence faces are examined. This research area is fundamentally important for political reasons and for understanding, as well as subsequent interventions to ameliorate, youths' responses to ethnopolitical violence. Advances in methods are reviewed that can overcome the obstacles placed by the various challenges. These issues are discussed in the context of the articles that comprise this Special Section.

  16. Research methodology simplification for teaching purposes illustrated by clutch automatic control device testing

    NASA Astrophysics Data System (ADS)

    Wojs, J.

    2016-09-01

    The paper proves that simplified, shorter examination of an object, feasible in laboratory classes, can produce results similar to those reached in scientific investigation of the device using extensive equipment. A thorough investigation of an object, an automatic clutch device in this case, enabled identifying the magnitudes that most significantly affect its operation. The knowledge of these most sensitive magnitudes allows focusing in the teaching process on simplified measurement of only selected magnitudes and verifying the given object in the positive or negative.

  17. Learning from Rookie Mistakes: Critical Incidents in Developing Pedagogical Content Knowledge for Teaching Science to Teachers

    ERIC Educational Resources Information Center

    Cite, Suleyman; Lee, Eun; Menon, Deepika; Hanuscin, Deborah L.

    2017-01-01

    While there is a growing literature focused on doctoral preparation for teaching about science teaching, rarely have recommendations extended to preparation for teaching science content to teachers. We three doctoral students employ self-study as a research methodology to investigate our developing pedagogical content knowledge for teaching…

  18. Creating Connections in Teaching and Learning. Research on Teaching and Learning

    ERIC Educational Resources Information Center

    Abawi, Lindy, Ed.; Conway, Joan, Ed.; Henderson, Robyn, Ed.

    2011-01-01

    This book explores the wide range of contexts in which research into creating connections in learning and teaching may take place. Creating connections can encompass making links, crossing divides, forming relationships, building frameworks, and generating new knowledge. The cognitive, cultural, social, emotional and/or physical aspects of…

  19. Ayurvedic research and methodology: Present status and future strategies

    PubMed Central

    Chauhan, Ashutosh; Semwal, Deepak Kumar; Mishra, Satyendra Prasad; Semwal, Ruchi Badoni

    2015-01-01

    Ayurveda is a science of life with a holistic approach to health and personalized medicine. It is one of the oldest medical systems, which comprises thousands of medical concepts and hypothesis. Interestingly, Ayurveda has ability to treat many chronic diseases such as cancer, diabetes, arthritis, and asthma, which are untreatable in modern medicine. Unfortunately, due to lack of scientific validation in various concepts, this precious gift from our ancestors is trailing. Hence, evidence-based research is highly needed for global recognition and acceptance of Ayurveda, which needs further advancements in the research methodology. The present review highlights various fields of research including literary, fundamental, drug, pharmaceutical, and clinical research in Ayurveda. The review further focuses to improve the research methodology for Ayurveda with main emphasis on the fundamental research. This attempt will certainly encourage young researchers to work on various areas of research for the development and promotion of Ayurveda. PMID:27833362

  20. Narrative inquiry: a relational research methodology for medical education.

    PubMed

    Clandinin, D Jean; Cave, Marie T; Berendonk, Charlotte

    2017-01-01

    Narrative research, an inclusive term for a range of methodologies, has rapidly become part of medical education scholarship. In this paper we identify narrative inquiry as a particular theoretical and methodological framework within narrative research and outline its characteristics. We briefly summarise how narrative research has been used in studying medical learners' identity making in medical education. We then turn to the uses of narrative inquiry in studying medical learners' professional identity making. With the turn to narrative inquiry, the shift is to thinking with stories instead of about stories. We highlight four challenges in engaging in narrative inquiry in medical education and point toward promising future research and practice possibilities. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

  1. The Integration of Research, Teaching, and Learning: Preparation of the Future STEM Faculty

    NASA Astrophysics Data System (ADS)

    Jariwala, Manher

    Graduate students at research universities shape the future of STEM undergraduate education in the United States. These future faculty flow into the STEM faculties of several thousand research universities, comprehensive universities, liberal arts colleges, and community and tribal colleges. The Center for the Integration of Research, Teaching, and Learning (CIRTL) uses graduate education as the leverage point to develop STEM faculty with the capability and commitment to implement and improve effective teaching and learning practices. CIRTL has developed, implemented, and evaluated successful strategies based on three core ideas: teaching-as-research, learning communities, and learning-through-diversity. A decade of research demonstrates that STEM future faculty participating in CIRTL learning communities understand, use, and advance high-impact teaching practices. Today the CIRTL Network includes 43 research universities. Ultimately, CIRTL seeks a national STEM faculty who enable all students to learn effectively and achieve STEM literacy, whose teaching enhances recruitment into STEM careers, and whose leadership ensures continued advancement of STEM education.

  2. Culturally competent social work research: methodological considerations for research with language minorities.

    PubMed

    Casado, Banghwa Lee; Negi, Nalini Junko; Hong, Michin

    2012-01-01

    Despite the growing number of language minorities, foreign-born individuals with limited English proficiency, this population has been largely left out of social work research, often due to methodological challenges involved in conducting research with this population. Whereas the professional standard calls for cultural competence, a discussion of how to implement strategies for culturally competent research with language minorities is regrettably limited in the social work literature. This article is, to the authors' knowledge, one of the first within the field of social work to tie together unique methodological issues that may arise throughout the research conceptualization, development, and implementation process with this population. Strategies for how to overcome such issues are provided by adapting and expanding on a conceptual framework by Meleis. The incorporation of such research practices with language minorities has the potential to enhance trust and, thus, improve the recruitment and retention of this hard-to-reach population. More important, studies that aim to include such culturally responsive criteria may produce results that have improved validity and, thus, contribute to the advancement of knowledge regarding this population.

  3. Learning to Develop the Relationship between Research and Teaching at an Institutional Level

    ERIC Educational Resources Information Center

    Brew, Angela

    2006-01-01

    When implementing institutional strategies to bring research and teaching together, learning occurs. A research-intensive university in Australia put in place institutional strategies to strengthen the relationship between research and teaching.

  4. Scholarly Research and Teaching: Is There a Disproportionate Mix?

    ERIC Educational Resources Information Center

    Reinstein, Alan; Lander, Gerald H.

    1993-01-01

    A survey examined how students (n=750), educators (n=341), certified public accountants (n=290), and industrial accountants (n=471) view the impact of the present mix of research and teaching. Results suggest that, to achieve a practical and reasonable evaluation of education, teaching skills should receive renewed emphasis and continuing…

  5. Teaching Marketing Research with the Internet.

    ERIC Educational Resources Information Center

    Siu, Wai-Sum; Chau, Lewis Long-Fung

    1998-01-01

    A Web site used to teach business students to use the Internet for marketing research was evaluated by 54 students. They thought its information content was useful but wanted it to be easier to use. Educators should identify students' level of Internet literacy and develop online materials accordingly. (SK)

  6. Conducting Research with LGB People of Color: Methodological Challenges and Strategies

    ERIC Educational Resources Information Center

    DeBlaere, Cirleen; Brewster, Melanie E.; Sarkees, Anthony; Moradi, Bonnie

    2010-01-01

    Methodological barriers have been highlighted as a primary reason for the limited research with lesbian, gay, and bisexual (LGB) people of color. Thus, strategies for anticipating and addressing potential methodological barriers are needed. To address this need, this article discusses potential challenges associated with conducting research with…

  7. Development of Chemical Engineering Course Methods Using Action Research: Case Study

    ERIC Educational Resources Information Center

    Virkki-Hatakka, Terhi; Tuunila, Ritva; Nurkka, Niina

    2013-01-01

    This paper reports on the systematic development of a teaching methodology for two chemical engineering courses. The aim was to improve the quality of teaching to achieve expected learning outcomes more effectively. The development was carried out over a period of several years based on an action research methodology with data systematically…

  8. Design Based Research Methodology for Teaching with Technology in English

    ERIC Educational Resources Information Center

    Jetnikoff, Anita

    2015-01-01

    Design based research (DBR) is an appropriate method for small scale educational research projects involving collaboration between teachers, students and researchers. It is particularly useful in collaborative projects where an intervention is implemented and evaluated in a grounded context. The intervention can be technological, or a new program…

  9. Teaching and Research in Mid-Career Management Education: Function and Fusion

    ERIC Educational Resources Information Center

    Quinn, Bríd C.

    2016-01-01

    The apparent disconnect between teaching and research has implications for both curricular content and pedagogic practice and has particular salience in the field of mid-career education. To overcome this disconnect, faculty endeavour to integrate teaching and research. Pressure to do so stems from many sources. Benchmarks of professional…

  10. Methodological strategies in using home sleep apnea testing in research and practice.

    PubMed

    Miller, Jennifer N; Schulz, Paula; Pozehl, Bunny; Fiedler, Douglas; Fial, Alissa; Berger, Ann M

    2017-11-14

    Home sleep apnea testing (HSAT) has increased due to improvements in technology, accessibility, and changes in third party reimbursement requirements. Research studies using HSAT have not consistently reported procedures and methodological challenges. This paper had two objectives: (1) summarize the literature on use of HSAT in research of adults and (2) identify methodological strategies to use in research and practice to standardize HSAT procedures and information. Search strategy included studies of participants undergoing sleep testing for OSA using HSAT. MEDLINE via PubMed, CINAHL, and Embase with the following search terms: "polysomnography," "home," "level III," "obstructive sleep apnea," and "out of center testing." Research articles that met inclusion criteria (n = 34) inconsistently reported methods and methodological challenges in terms of: (a) participant sampling; (b) instrumentation issues; (c) clinical variables; (d) data processing; and (e) patient acceptability. Ten methodological strategies were identified for adoption when using HSAT in research and practice. Future studies need to address the methodological challenges summarized in this paper as well as identify and report consistent HSAT procedures and information.

  11. Determinants of Nontraditional Student Status: A Methodological Review of the Research

    ERIC Educational Resources Information Center

    Langrehr, Kimberly J.; Phillips, Julia C.; Melville, Alexis; Eum, Koun

    2015-01-01

    This article presents a review of 21 years (1990 to 2011) of multidisciplinary research on nontraditional college students that focuses on determinants of nontraditional student status and research methodology. The purpose is to address the methodological hindrances that have contributed to deficit-based views of nontraditional students in…

  12. Mentoring Graduate Students in Research and Teaching by Utilizing Research as a Template

    ERIC Educational Resources Information Center

    Knutson, Christopher C.; Jackson, Milton N., Jr.; Beekman, Matt; Carnes, Matthew E.; Johnson, Darren W.; Johnson, David C.; Keszler, Douglas A.

    2014-01-01

    We have designed a unique guided-inquiry-inspired course for entry-level graduate students using chemical research as a mechanism to teach research-oriented problem-solving skills. The course has been designed for flexibility around a shared research experience. The curriculum can be modified each year by incorporating a new research project into…

  13. Integrating teaching and authentic research in the field and laboratory settings

    NASA Astrophysics Data System (ADS)

    Daryanto, S.; Wang, L.; Kaseke, K. F.; Ravi, S.

    2016-12-01

    Typically authentic research activities are separated from rigorous classroom teaching. Here we assessed the potential of integrating teaching and research activities both in the field and in the laboratory. We worked with students from both US and abroad without strong science background to utilize advanced environmental sensors and statistical tool to conduct innovative projects. The students include one from Namibia and two local high school students in Indianapolis (through Project SEED, Summer Experience for the Economically Disadvantaged). They conducted leaf potential measurements, isotope measurements and meta-analysis. The experience showed us the great potential of integrating teaching and research in both field and laboratory settings.

  14. New Developments in ESP Teaching and Learning Research

    ERIC Educational Resources Information Center

    Sarré, Cédric, Ed.; Whyte, Shona, Ed.

    2017-01-01

    This volume intends to address key issues related to research in English for Specific Purposes (ESP) teaching and learning by bringing together current research at the intersection of the theoretical and practical dimensions of ESP. Readers will discover a treasury of information they will find useful to their own understanding of research into…

  15. Teaching Earth Sciences as an interdisciplinary subject: Novel module design involving research literature

    NASA Astrophysics Data System (ADS)

    Tong, Vincent C. H.

    2010-05-01

    The study of Earth Sciences requires an interdisciplinary approach as it involves understanding scientific knowledge originating from a wide spectrum of research areas. Not only does it include subjects ranging from, for instance, hydrogeology to deep crustal seismology and from climate science to oceanography, but it also has many direct applications in closely related disciplines such as environmental engineering and natural resources management. While research crossing traditional disciplinary boundaries in geosciences is becoming increasingly common, there is only limited integration of interdisciplinary research in the teaching of the subject. Given that the transition from undergraduate education based on subject modules to postgraduate interdisciplinary research is never easy, such integration is a highly desirable pedagogical approach at both undergraduate and postgraduate levels. My presentation is based on a recent teaching project involving novel design of an undergraduate course. The course is implemented in order to address the synergy between research and teaching (Tong, 2009). This project has been shown to be effective and successful in teaching geosciences undergraduates at the University of London. The module consists of studying core geophysical principles and linking them directly to a selection of recently published research papers in a wide range of interdisciplinary applications. Research reviewing and reporting techniques are systematically developed, practised and fully integrated into teaching of the core scientific theories. A fully-aligned assignment with a feedback website invites the students to reflect on the scientific knowledge and the study skills related to research literature they have acquired in the course. This teaching project has been recognized by a teaching award (http://www.clpd.bbk.ac.uk/staff/BETA). In this presentation, I will discuss how undergraduate teaching with a focus on research literature in Earth Sciences can

  16. Innovation and Integrity in Intervention Research: Conceptual Issues, Methodology, and Knowledge Translation.

    PubMed

    Malti, Tina; Beelmann, Andreas; Noam, Gil G; Sommer, Simon

    2018-04-01

    In this article, we introduce the special issue entitled Innovation and Integrity in Intervention Science. Its focus is on essential problems and prospects for intervention research examining two related topics, i.e., methodological issues and research integrity, and challenges in the transfer of research knowledge into practice and policy. The main aims are to identify how to advance methodology in order to improve research quality, examine scientific integrity in the field of intervention science, and discuss future steps to enhance the transfer of knowledge about evidence-based intervention principles into sustained practice, routine activities, and policy decisions. Themes of the special issue are twofold. The first includes questions about research methodology in intervention science, both in terms of research design and methods, as well as data analyses and the reporting of findings. Second, the issue tackles questions surrounding the types of knowledge translation frameworks that might be beneficial to mobilize the transfer of research-based knowledge into practice and public policies. The issue argues that innovations in methodology and thoughtful approaches to knowledge translation can enable transparency, quality, and sustainability of intervention research.

  17. Going Public with Pedagogical Inquiries: SoTL as a Methodology for Faculty Professional Development

    ERIC Educational Resources Information Center

    Fanghanel, Joëlle

    2013-01-01

    In this paper, I discuss SoTL as a methodology for the professional development of academics. I propose that as an agentic form of inquiry that focuses on processes, boundary-crossing, and making public its findings, SoTL is a sophisticated methodology that brings the activities of teaching and research in close alignment, and contributes to…

  18. Teaching and Research Nexuses across Faculty Career Stage, Ability and Affiliated Discipline in a South Korean Research University

    ERIC Educational Resources Information Center

    Shin, Jung Cheol

    2011-01-01

    The relationship between teaching and research is a controversial issue in higher education research. Many empirical studies have reported a near zero relationship although academics believe that teaching and research are related in diverse ways. This study focused on how the relationship differs by faculty characteristics (career stage and their…

  19. Too Much Emphasis on Research? An Empirical Examination of the Relationship between Research and Teaching in Multitasking Environments

    ERIC Educational Resources Information Center

    Bak, Hee-Je; Kim, Do Han

    2015-01-01

    While the public is concerned that emphasizing research performance among university faculty results in inadequate attention to undergraduate teaching, research on the relationship between research and teaching in higher education has failed to confirm or deny the validity of this concern. To empirically test this popular concern, we examined how…

  20. Influence of educational context in Astronomy teaching for ninth graders of elementary school under different teaching methodologies

    NASA Astrophysics Data System (ADS)

    Schwarz, D.

    2015-03-01

    This present work, carried out at E. E. Monsenhor Dr. Arthur Ricci, in the city of Itupeva-SP, aims to analyze different teaching strategies applied to Astronomy teaching, along with students from the last year of primary school. The 8th grade C was chosen as a research group and the 8th grade D as a control group. The D. P. Ausubel's Meaningful Learning Theory was the chosen theoretical referential, by being exclusively developed for the classroom environment. A questionnaire of previous knowledge about astronomy was applied to both classrooms, in which the research group obtained an index of 25.8% of right answers above 50.0%. In the control group, only 6.1% got more than 50.0%. After the questionnaire application, the interventions began. In the research group, astronomy workshops, telescopic observations and the Communication and Information Technologies. In the control group, interventions were made by conventional classes. Four months after the end of the interventions, the post-intervention questionnaire was applied, in which the research group obtained 22.5% of right answers above 50.0%, indicating a 3.3% drop in the class efficiency. The control group obtained 61.0% of right answers above 50.0%. It's concluded that, to reach Meaningful Learning it's imperative that the student is willing to learn.

  1. Optimizing How We Teach Research Methods

    ERIC Educational Resources Information Center

    Cvancara, Kristen E.

    2017-01-01

    Courses: Research Methods (undergraduate or graduate level). Objective: The aim of this exercise is to optimize the ability for students to integrate an understanding of various methodologies across research paradigms within a 15-week semester, including a review of procedural steps and experiential learning activities to practice each method, a…

  2. [Strengthening the methodology of study designs in scientific researches].

    PubMed

    Ren, Ze-qin

    2010-06-01

    Many problems in study designs have affected the validity of scientific researches seriously. We must understand the methodology of research, especially clinical epidemiology and biostatistics, and recognize the urgency in selection and implement of right study design. Thereafter we can promote the research capability and improve the overall quality of scientific researches.

  3. Exploring Scholarship of Teaching and Learning Approaches to Business Communication Research

    ERIC Educational Resources Information Center

    Pope-Ruark, Rebecca

    2012-01-01

    With our core focus on teaching and scholarship, business communication teacher-scholars are well placed to become leaders in the international Scholarship of Teaching and Learning (SoTL) movement. In this article, SoTL is defined and contextualized, three SoTL research approaches are introduced, and disciplinary research projects are suggested. A…

  4. Is Research Mediating the Relationship between Teaching Experience and Student Satisfaction?

    ERIC Educational Resources Information Center

    Berbegal-Mirabent, Jasmina; Mas-Machuca, Marta; Marimon, Frederic

    2018-01-01

    Universities must ensure that academic staff are qualified and competent for performing their job. Teaching and research are two key activities in which lecturers should excel. While some authors suggest teaching and research complement each other and positively influence student satisfaction, some others point to a rivalry effect between the two.…

  5. Methodologies and Methods for User Behavioral Research.

    ERIC Educational Resources Information Center

    Wang, Peiling

    1999-01-01

    Discusses methodological issues in empirical studies of information-related behavior in six specific research areas: information needs and uses; information seeking; relevance judgment; online searching (including online public access catalog, online database, and the Web); human-system interactions; and reference transactions. (Contains 191…

  6. Global health trials methodological research agenda: results from a priority setting exercise.

    PubMed

    Rosala-Hallas, Anna; Bhangu, Aneel; Blazeby, Jane; Bowman, Louise; Clarke, Mike; Lang, Trudie; Nasser, Mona; Siegfried, Nandi; Soares-Weiser, Karla; Sydes, Matt R; Wang, Duolao; Zhang, Junhua; Williamson, Paula R

    2018-02-05

    Methodological research into the design, conduct, analysis and reporting of trials is essential to optimise the process. UK specialists in the field have established a set of top priorities in aid of this research. These priorities, however, may not be reflected in the needs of similar research in low- to middle-income countries (LMICs) with different healthcare provision, resources and research infrastructure. The aim of the study was to identify the top priorities for methodological research in LMICs to inform further research and ultimately to improve clinical trials in these regions. An online, two-round survey was conducted from December 2016 to April 2017 amongst researchers and methodologists working on trials in LMICs. The first round required participants to suggest between three and six topics which they felt were priorities for trial methodological research in LMICs. The second round invited participants to grade the importance of a compulsory list of topics suggested by four or more individuals, and an optional list of the remaining topics. Rounds 1 and 2 were completed by 412 and 314 participants, respectively. A wide spread of years of experience, discipline, current country of residence, origin of trials training and area of involvement in trials was reported. The topics deemed most important for methodological research were: choosing appropriate outcomes to measure and training of research staff. By presenting these top priorities we have the foundations of a global health trials methodological research agenda which we hope will foster future research in specific areas in order to increase and improve trials in LMICs.

  7. Introducing "SandRA": Visual Representation of the Research-Teaching Nexus as a Tool in the Dissemination of a New Research Strategy

    ERIC Educational Resources Information Center

    Couper, Pauline; Stoakes, Geoff

    2011-01-01

    The "research-teaching nexus" has been the subject of much recent debate, yet little attention has been paid to institutional initiatives to promote and encourage the integration of teaching and research. This article presents a novel diagrammatical representation of the relationship between research and teaching which was developed to aid the…

  8. A Comparison of Two Methods of Teaching Research to Master of Social Work Students

    ERIC Educational Resources Information Center

    Walsh, Christine Ann; Hewson, Jennifer

    2012-01-01

    While various curriculum strategies have been presented for teaching research, little is known about the effectiveness of different teaching approaches. This study compared two models for teaching research to MSW students: a mentorship model (TM1) and a more structured, didactic model (TM2). Students (n = 23) self-completed the Research Self…

  9. Reflections on Teaching and Research: Two Inseparable Components in Higher Education

    ERIC Educational Resources Information Center

    Chan Fong Yee, Fanny

    2014-01-01

    Teaching and research are two inseparable components in higher education. There are continuous debates about the relationship between the two. Does good teaching always lead to good research, and vice versa? This paper critically examines the impact of current policy on the two academic practices and discusses how it shapes one's professional…

  10. Trends in Methodological Rigor in Intervention Research Published in School Psychology Journals

    ERIC Educational Resources Information Center

    Burns, Matthew K.; Klingbeil, David A.; Ysseldyke, James E.; Petersen-Brown, Shawna

    2012-01-01

    Methodological rigor in intervention research is important for documenting evidence-based practices and has been a recent focus in legislation, including the No Child Left Behind Act. The current study examined the methodological rigor of intervention research in four school psychology journals since the 1960s. Intervention research has increased…

  11. Considering the Role of Self-Study of Teaching and Teacher Education Practices Research in Transforming Urban Classrooms

    ERIC Educational Resources Information Center

    Hamilton, Mary Lynn; Pinnegar, Stefinee

    2015-01-01

    We explore the first four articles in this Special Issue of "Studying Teacher Education" to identify challenges to the self-study of teaching and teacher education practices (S-STEP) methodology, and how this methodology supports the work of teachers and teacher educators working in urban settings. We respond to these articles by…

  12. Critical Perspectives on Methodology in Pedagogic Research

    ERIC Educational Resources Information Center

    Kahn, Peter

    2015-01-01

    The emancipatory dimension to higher education represents one of the sector's most compelling characteristics, but it remains important to develop understanding of the sources of determination that shape practice. Drawing on critical realist perspectives, we explore generative mechanisms by which methodology in pedagogic research affects the…

  13. Learning to Teach Mathematics Specialists in a Synchronous Online Course: A Self-Study

    ERIC Educational Resources Information Center

    Hjalmarson, Margret A.

    2017-01-01

    This article uses a self-study research methodology to explore teaching an online course for mathematics specialists. The course included weekly videoconferencing sessions and focused on supporting their development as mathematics coaches working with K-8 teachers to enhance mathematics teaching and learning. The central question for the…

  14. Implementing a Service Learning Model for Teaching Research Methods and Program Evaluation

    ERIC Educational Resources Information Center

    Shannon, Patrick; Kim, Wooksoo; Robinson, Adjoa

    2012-01-01

    In an effort to teach students the basic knowledge of research methods and the realities of conducting research in the context of agencies in the community, faculty developed and implemented a service learning model for teaching research and program evaluation to foundation-year MSW students. A year-long foundation course was designed in which one…

  15. Diverse Ways to Fore-Ground Methodological Insights about Qualitative Research

    ERIC Educational Resources Information Center

    Koro-Ljungberg, Mirka; Mazzei, Lisa A.; Ceglowski, Deborah

    2013-01-01

    Texts and articles that put epistemological theories and methodologies to work in the context of qualitative research can stimulate scholarship in various ways such as through methodological innovations, transferability of theories and methods, interdisciplinarity, and transformative reflections across traditions and frameworks. Such…

  16. The ECOUTER methodology for stakeholder engagement in translational research.

    PubMed

    Murtagh, Madeleine J; Minion, Joel T; Turner, Andrew; Wilson, Rebecca C; Blell, Mwenza; Ochieng, Cynthia; Murtagh, Barnaby; Roberts, Stephanie; Butters, Oliver W; Burton, Paul R

    2017-04-04

    Because no single person or group holds knowledge about all aspects of research, mechanisms are needed to support knowledge exchange and engagement. Expertise in the research setting necessarily includes scientific and methodological expertise, but also expertise gained through the experience of participating in research and/or being a recipient of research outcomes (as a patient or member of the public). Engagement is, by its nature, reciprocal and relational: the process of engaging research participants, patients, citizens and others (the many 'publics' of engagement) brings them closer to the research but also brings the research closer to them. When translating research into practice, engaging the public and other stakeholders is explicitly intended to make the outcomes of translation relevant to its constituency of users. In practice, engagement faces numerous challenges and is often time-consuming, expensive and 'thorny' work. We explore the epistemic and ontological considerations and implications of four common critiques of engagement methodologies that contest: representativeness, communication and articulation, impacts and outcome, and democracy. The ECOUTER (Employing COnceptUal schema for policy and Translation Engagement in Research) methodology addresses problems of representation and epistemic foundationalism using a methodology that asks, "How could it be otherwise?" ECOUTER affords the possibility of engagement where spatial and temporal constraints are present, relying on saturation as a method of 'keeping open' the possible considerations that might emerge and including reflexive use of qualitative analytic methods. This paper describes the ECOUTER process, focusing on one worked example and detailing lessons learned from four other pilots. ECOUTER uses mind-mapping techniques to 'open up' engagement, iteratively and organically. ECOUTER aims to balance the breadth, accessibility and user-determination of the scope of engagement. An ECOUTER

  17. Methodological Challenges in Physical Activity Research with Older Adults

    PubMed Central

    Chase, Jo-Ana D.

    2015-01-01

    The aging adult population is growing, as well as the incidence of chronic illness among older adults. Physical activity has been demonstrated in the literature to be a beneficial component of self-management for chronic illnesses commonly found in the older adult population. Health sciences research seeks to develop new knowledge, practices, and policies that may benefit older adults’ management of chronic illness and quality of life. However, research with the older adult population, though beneficial, includes potential methodological challenges specific to this age group. This article discusses common methodological issues in research among older adults, with a focus on physical activity intervention studies. Awareness and understanding of these issues may facilitate future development of research studies devoted to the aging adult population, through appropriate modification and tailoring of sampling techniques, intervention development, and data measures and collection. PMID:21821726

  18. Just Research in Contentious Times: Widening the Methodological Imagination

    ERIC Educational Resources Information Center

    Fine, Michelle

    2017-01-01

    In this intensely powerful and personal new text, Michelle Fine widens the methodological imagination for students, educators, scholars, and researchers interested in crafting research with communities. Fine shares her struggles over the course of 30 years to translate research into policy and practice that can enhance the human condition and…

  19. Two Methodological Challenges for Teacher-Researchers: Reflexivity and Trustworthiness

    ERIC Educational Resources Information Center

    Xerri, Daniel

    2018-01-01

    Teacher research is lauded as a beneficial enterprise both for practitioners and for learners. However, teachers are sometimes accused of not possessing the necessary knowledge and skills to conduct research effectively. This article focuses on the need for teacher-researchers to find means of addressing the methodological challenges of engaging…

  20. Resisting Participation: Critiquing Participatory Research Methodologies with Young People

    ERIC Educational Resources Information Center

    Fox, Rachael

    2013-01-01

    Participatory methodologies are increasingly employed in research with young people. These practices stem from a desire to reduce problematic distributions of power in research and to construct knowledge with young people rather than for them. This paper examines research conducted with a small group of young people experiencing exclusion from…

  1. Is It Necessary to Articulate a Research Methodology When Reporting on Theoretical Research?

    ERIC Educational Resources Information Center

    Smith, Juliana; Small, Rosalie

    2017-01-01

    In this paper the authors share their insights on whether it is necessary to articulate a research methodology when reporting on theoretical research. Initially the authors, one being a supervisor and the other, a PhD student and a colleague, were confronted with the question during supervision and writing of a thesis on theoretical research.…

  2. Examining a Social-Participatory Youth Co-Researcher Methodology: A Cross-Case Analysis Extending Possibilities of Literacy and Research

    ERIC Educational Resources Information Center

    Watson, Vaughn W. M.; Marciano, Joanne E.

    2015-01-01

    At a time when youth are increasingly negotiating new media literacy practices across multiple contexts, literacy researchers are compelled to take notice and reconsider methodologies that centre the researcher, to purposefully engage youth's knowledge, identities and new media literacies as research methodologies. To that end, the authors…

  3. Teaching Undergraduate Research: The One-Room Schoolhouse Model

    ERIC Educational Resources Information Center

    Henderson, LaRhee; Buising, Charisse; Wall, Piper

    2008-01-01

    Undergraduate research in the biochemistry, cell, and molecular biology program at Drake University uses apprenticeship, cooperative-style learning, and peer mentoring in a cross-disciplinary and cross-community educational program. We call it the one-room schoolhouse approach to teaching undergraduate research. This approach is cost effective,…

  4. An Interview with David Rindskopf: A Leading Voice on Teaching Statistics and Methodology

    ERIC Educational Resources Information Center

    Bembenutty, Hefer

    2011-01-01

    This article presents an interview with David Rindskopf, a Distinguished Professor of Educational Psychology and Psychology at the City University of New York Graduate Center, where he has taught since 1979. His research and teaching are in the area of applied statistics, measurement, and research design. He is a fellow of the American Statistical…

  5. Assessing the impact of healthcare research: A systematic review of methodological frameworks

    PubMed Central

    Keeley, Thomas J.; Calvert, Melanie J.

    2017-01-01

    Background Increasingly, researchers need to demonstrate the impact of their research to their sponsors, funders, and fellow academics. However, the most appropriate way of measuring the impact of healthcare research is subject to debate. We aimed to identify the existing methodological frameworks used to measure healthcare research impact and to summarise the common themes and metrics in an impact matrix. Methods and findings Two independent investigators systematically searched the Medical Literature Analysis and Retrieval System Online (MEDLINE), the Excerpta Medica Database (EMBASE), the Cumulative Index to Nursing and Allied Health Literature (CINAHL+), the Health Management Information Consortium, and the Journal of Research Evaluation from inception until May 2017 for publications that presented a methodological framework for research impact. We then summarised the common concepts and themes across methodological frameworks and identified the metrics used to evaluate differing forms of impact. Twenty-four unique methodological frameworks were identified, addressing 5 broad categories of impact: (1) ‘primary research-related impact’, (2) ‘influence on policy making’, (3) ‘health and health systems impact’, (4) ‘health-related and societal impact’, and (5) ‘broader economic impact’. These categories were subdivided into 16 common impact subgroups. Authors of the included publications proposed 80 different metrics aimed at measuring impact in these areas. The main limitation of the study was the potential exclusion of relevant articles, as a consequence of the poor indexing of the databases searched. Conclusions The measurement of research impact is an essential exercise to help direct the allocation of limited research resources, to maximise research benefit, and to help minimise research waste. This review provides a collective summary of existing methodological frameworks for research impact, which funders may use to inform the

  6. Assessing the impact of healthcare research: A systematic review of methodological frameworks.

    PubMed

    Cruz Rivera, Samantha; Kyte, Derek G; Aiyegbusi, Olalekan Lee; Keeley, Thomas J; Calvert, Melanie J

    2017-08-01

    Increasingly, researchers need to demonstrate the impact of their research to their sponsors, funders, and fellow academics. However, the most appropriate way of measuring the impact of healthcare research is subject to debate. We aimed to identify the existing methodological frameworks used to measure healthcare research impact and to summarise the common themes and metrics in an impact matrix. Two independent investigators systematically searched the Medical Literature Analysis and Retrieval System Online (MEDLINE), the Excerpta Medica Database (EMBASE), the Cumulative Index to Nursing and Allied Health Literature (CINAHL+), the Health Management Information Consortium, and the Journal of Research Evaluation from inception until May 2017 for publications that presented a methodological framework for research impact. We then summarised the common concepts and themes across methodological frameworks and identified the metrics used to evaluate differing forms of impact. Twenty-four unique methodological frameworks were identified, addressing 5 broad categories of impact: (1) 'primary research-related impact', (2) 'influence on policy making', (3) 'health and health systems impact', (4) 'health-related and societal impact', and (5) 'broader economic impact'. These categories were subdivided into 16 common impact subgroups. Authors of the included publications proposed 80 different metrics aimed at measuring impact in these areas. The main limitation of the study was the potential exclusion of relevant articles, as a consequence of the poor indexing of the databases searched. The measurement of research impact is an essential exercise to help direct the allocation of limited research resources, to maximise research benefit, and to help minimise research waste. This review provides a collective summary of existing methodological frameworks for research impact, which funders may use to inform the measurement of research impact and researchers may use to inform study

  7. A Self-Study of the Teaching of Action Research in a University Context

    ERIC Educational Resources Information Center

    Choi, Jung-ah

    2011-01-01

    Despite the potential benefits of action research, teaching action research in a university setting can present challenges. Analyzing my own experiences of teaching a university-based course on action research, this self-study investigates what my students (all classroom teachers) did and did not understand about action research and what hindered…

  8. The research on teaching reformation of photoelectric information science and engineering specialty experiments

    NASA Astrophysics Data System (ADS)

    Zhu, Zheng; Yang, Fan; Zhang, Yang; Geng, Tao; Li, Yuxiang

    2017-08-01

    This paper introduced the idea of teaching reformation of photoelectric information science and engineering specialty experiments. The teaching reformation of specialty experiments was analyzed from many aspects, such as construction of specialized laboratory, experimental methods, experiment content, experiment assessing mechanism, and so on. The teaching of specialty experiments was composed of four levels experiments: basic experiments, comprehensive and designing experiments, innovative research experiments and engineering experiments which are aiming at enterprise production. Scientific research achievements and advanced technology on photoelectric technology were brought into the teaching of specialty experiments, which will develop the students' scientific research ability and make them to be the talent suitable for photoelectric industry.

  9. Methodological and Ethical Issues in Pediatric Medication Safety Research.

    PubMed

    Carpenter, Delesha; Gonzalez, Daniel; Retsch-Bogart, George; Sleath, Betsy; Wilfond, Benjamin

    2017-09-01

    In May 2016, the Eshelman School of Pharmacy at The University of North Carolina at Chapel Hill convened the PharmSci conference to address the topic of "methodological and ethical issues in pediatric medication safety research." A multidisciplinary group of experts representing a diverse array of perspectives, including those of the US Food and Drug Administration, children's hospitals, and academia, identified important considerations for pediatric medication safety research and opportunities to advance the field. This executive summary describes current challenges that clinicians and researchers encounter related to pediatric medication safety research and identifies innovative and ethically sound methodologies to address these challenges to improve children's health. This article addresses 5 areas: (1) pediatric drug development and drug trials; (2) conducting comparative effectiveness research in pediatric populations; (3) child and parent engagement on study teams; (4) improving communication with children and parents; and (5) assessing child-reported outcomes and adverse drug events. Copyright © 2017 by the American Academy of Pediatrics.

  10. Research on teaching reform and practice of applied optics design experiment

    NASA Astrophysics Data System (ADS)

    Geng, Tao; Tong, Chengguo; Zhang, Tao; Lu, Cunlian; Meng, Ting; Zhang, Yang; Wang, Ran; Sun, Weimin; Liu, Zhihai; Yang, Jun

    2017-08-01

    It is an important way to effectively improve applied optics experimental teaching effect and motivate the undergraduates' practice ability and creativity by means of scientific and systematic setting teaching contents and link. Based on the research and analysis of applied optics experiment teaching present condition at home and abroad, this paper aims to solve the existed problems and deficiencies during the experiment teaching in our university, and also puts forward some reform ideas and practice method from several aspects such as teaching thought, teaching content and mode, examination and evaluation and so on. Simultaneously, this paper also gives some suggestions on the future course development.

  11. [Methodological problems in the scientific research on HIV /AIDS in Bolivia].

    PubMed

    Hita, Susana Ramírez

    2013-05-01

    This paper discusses the methodological problems in the scientific research on HIV/AIDS in Bolivia, both in the areas of epidemiology and social sciences. Studies associated with this research served as the basis for the implementation of health programs run by The Global Fund, The Pan-American Health Organization, International Cooperation, Non-Governmental Organizations and the Bolivian Ministry of Health and Sports. An analysis of the methodological contradictions and weaknesses was made by reviewing the bibliography of the studies and by conducting qualitative methodological research, that was focused on the quality of health care available to people living with HIV/AIDS in public hospitals and health centers, and looked at how programs targeted at this sector of the population are designed and delivered. In this manner, it was possible to observe the shortcomings of the methodological design in the epidemiological and social science studies which serve as the basis for the implementation of these health programs.

  12. Researching Teacher Education for Inclusion: Using a Methodological Memo

    ERIC Educational Resources Information Center

    Young, Kathryn S.; Florian, Lani

    2013-01-01

    This article describes how a methodological memo (MM) was used in a research and development project designed to reform initial teacher education (ITE). A MM was used to explore what often remains an opaque part of the research process--the relationships between theory and practice that underpin many research studies. Yet, without detailed…

  13. Do we need methodological theory to do qualitative research?

    PubMed

    Avis, Mark

    2003-09-01

    Positivism is frequently used to stand for the epistemological assumption that empirical science based on principles of verificationism, objectivity, and reproducibility is the foundation of all genuine knowledge. Qualitative researchers sometimes feel obliged to provide methodological alternatives to positivism that recognize their different ethical, ontological, and epistemological commitments and have provided three theories: phenomenology, grounded theory, and ethnography. The author argues that positivism was a doomed attempt to define empirical foundations for knowledge through a rigorous separation of theory and evidence; offers a pragmatic, coherent view of knowledge; and suggests that rigorous, rational empirical investigation does not need methodological theory. Therefore, qualitative methodological theory is unnecessary and counterproductive because it hinders critical reflection on the relation between methodological theory and empirical evidence.

  14. Measuring the impact of methodological research: a framework and methods to identify evidence of impact.

    PubMed

    Brueton, Valerie C; Vale, Claire L; Choodari-Oskooei, Babak; Jinks, Rachel; Tierney, Jayne F

    2014-11-27

    Providing evidence of impact highlights the benefits of medical research to society. Such evidence is increasingly requested by research funders and commonly relies on citation analysis. However, other indicators may be more informative. Although frameworks to demonstrate the impact of clinical research have been reported, no complementary framework exists for methodological research. Therefore, we assessed the impact of methodological research projects conducted or completed between 2009 and 2012 at the UK Medical Research Council Clinical Trials Unit Hub for Trials Methodology Research Hub, with a view to developing an appropriate framework. Various approaches to the collection of data on research impact were employed. Citation rates were obtained using Web of Science (http://www.webofknowledge.com/) and analyzed descriptively. Semistructured interviews were conducted to obtain information on the rates of different types of research output that indicated impact for each project. Results were then pooled across all projects. Finally, email queries pertaining to methodology projects were collected retrospectively and their content analyzed. Simple citation analysis established the citation rates per year since publication for 74 methodological publications; however, further detailed analysis revealed more about the potential influence of these citations. Interviews that spanned 20 individual research projects demonstrated a variety of types of impact not otherwise collated, for example, applications and further developments of the research; release of software and provision of guidance materials to facilitate uptake; formation of new collaborations and broad dissemination. Finally, 194 email queries relating to 6 methodological projects were received from 170 individuals across 23 countries. They provided further evidence that the methodologies were impacting on research and research practice, both nationally and internationally. We have used the information

  15. Evaluating Research-Oriented Teaching: A New Instrument to Assess University Students' Research Competences

    ERIC Educational Resources Information Center

    Böttcher, Franziska; Thiel, Felicitas

    2018-01-01

    Several concepts have been developed to implement research-oriented teaching in higher education in the last 15 years. The definition of research competences, however, has received minor attention so far. Some approaches to modeling research competences describe these competences along the research process but either focus on a specific academic…

  16. Innovative Mixed-Methods Research: Moving beyond Design Technicalities to Epistemological and Methodological Realizations

    ERIC Educational Resources Information Center

    Riazi, A. Mehdi

    2016-01-01

    Mixed-methods research (MMR), as an inter-discourse (quantitative and qualitative) methodology, can provide applied linguistics researchers the opportunity to draw on and integrate the strengths of the two research methodological approaches in favour of making more rigorous inferences about research problems. In this article, the argument is made…

  17. Towards an Integration of Research on Teaching and Learning

    ERIC Educational Resources Information Center

    Svensson, Lennart

    2016-01-01

    The aim of this article is to present arguments for an integrated empirical research on teaching and learning based on previous research and the phenomenographic research tradition. From 1970 and for some years after, the main focus in phenomenographic research was on students' approaches to and understanding of subject matter. Later, based on…

  18. Linking Research and Teaching: Context, Conflict and Complementarity

    ERIC Educational Resources Information Center

    Pan, Wei; Cotton, Debby; Murray, Paul

    2014-01-01

    Although research and teaching have often been regarded as complementary in enhancing the quality of student learning, little previous research has explored the conflicts associated with linking the two activities. This paper aims to examine specific issues arising within the environmental building disciplines at a UK university, and to explore…

  19. Practical Knowledge Growth in Communicative Language Teaching

    ERIC Educational Resources Information Center

    Wyatt, Mark

    2009-01-01

    Communicative language teaching (CLT) is promoted in teacher education programmes around the world, although the appropriateness of this methodology in contexts outside the English-speaking West has been questioned, often from a theoretical perspective. In fact, very little empirical research has been conducted into the practical knowledge of CLT…

  20. Scientists researching teaching: Reforming science education and transforming practice

    NASA Astrophysics Data System (ADS)

    Weiss, Tarin Harrar

    Reforming science education is a multidimensional and complex undertaking. Of extreme importance is transforming how teachers teach. Answering the equity call of reform initiatives requires focusing on the underlying values and beliefs guiding teacher action and the promotion of inclusive practices (Brickhouse, 2001; Harding, 1994; Eisenhart, Finkel, & Marion, 1995; Mayberry & Rees, 1999; Rodriguez, 1997). Reform efforts within the last decade are being directed at college level science courses. Course and pedagogical transformations are particularly aimed at increasing the numbers of females and persons of color in science and improving the education of preservice teachers. Facilitating transformations toward these goals at the individual and program level is challenging work. This study explores and describes the conditions of the teacher change process toward an inclusive pedagogy. Two science professors affiliated with a reform collaborative were the main participants of the research. The professors, in collaboration with the primary researcher, engaged in assisted action research that lead to the identification and descriptions of their context and practical teaching theories. Among the questions explored were: "How does placing the professor in a position to conduct an assisted action research project help to foster teacher change conditions?" "How do the practical theories guiding the professors' teaching foster or impede inclusionary practice?" "What necessary conditions of the teacher change process toward an inclusive pedagogy emerged from the study?". Using case study and ethnographic qualitative research strategies for data collection and analysis, this study affords a unique perspective through which to consider why and how science professors change their practice. Data indicated that the assisted action research strategy fostered the conditions of teacher change. In addition, findings revealed that the professors shared a teacher and curriculum

  1. The Relevancy of Large-Scale, Quantitative Methodologies in Middle Grades Education Research

    ERIC Educational Resources Information Center

    Mertens, Steven B.

    2006-01-01

    This article examines the relevancy of large-scale, quantitative methodologies in middle grades education research. Based on recommendations from national advocacy organizations, the need for more large-scale, quantitative research, combined with the application of more rigorous methodologies, is presented. Subsequent sections describe and discuss…

  2. Integrating teaching and research in the field and laboratory settings

    NASA Astrophysics Data System (ADS)

    Wang, L.; Kaseke, K. F.; Daryanto, S.; Ravi, S.

    2015-12-01

    Field observations and laboratory measurements are great ways to engage students and spark students' interests in science. Typically these observations are separated from rigorous classroom teaching. Here we assessed the potential of integrating teaching and research in the field and laboratory setting in both US and abroad and worked with students without strong science background to utilize simple laboratory equipment and various environmental sensors to conduct innovative projects. We worked with students in Namibia and two local high school students in Indianapolis to conduct leaf potential measurements, soil nutrient extraction, soil infiltration measurements and isotope measurements. The experience showed us the potential of integrating teaching and research in the field setting and working with people with minimum exposure to modern scientific instrumentation to carry out creative projects.

  3. 75 FR 59720 - Methodology Committee of the Patient-Centered Outcomes Research Institute (PCORI)

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-09-28

    ... GOVERNMENT ACCOUNTABILITY OFFICE Methodology Committee of the Patient-Centered Outcomes Research... responsibility for appointing not more than 15 members to a Methodology Committee of the Patient- Centered Outcomes Research Institute. In addition, the Directors of the Agency for Healthcare Research and Quality...

  4. Offering More than "Here Is the Textbook": Teaching Assistants' Perspectives on Introductory Science Courses

    ERIC Educational Resources Information Center

    Dotger, Sharon

    2010-01-01

    Eight Earth science graduate teaching assistants (GTAs) participated in a semester-long seminar designed to facilitate change in their practice. The seminar used lesson-study methodology to facilitate discussion of GTAs' beliefs about teaching while planning a research lesson for implementation in their laboratory. This article reports the results…

  5. University Efficiency: Complementariness versus Trade-Off between Teaching, Research and Administrative Activities

    ERIC Educational Resources Information Center

    Sellers-Rubio, Ricardo; Mas-Ruiz, Francisco J.; Casado-Diaz, Ana B.

    2010-01-01

    University managers should be aware of the importance that efficiency has for their own universities, orientating their actions towards research and teaching excellence. This study estimates teaching and research efficiency of the different departments of a university and tests the complementariness versus trade-off between them. The results…

  6. Can Inquiry-Based Learning Strengthen the Links between Teaching and Disciplinary Research?

    ERIC Educational Resources Information Center

    Spronken-Smith, Rachel; Walker, Rebecca

    2010-01-01

    Inquiry-based learning has been promoted as a student-centred approach that can strengthen the links between teaching and research. This article examines the potential of inquiry-based learning to strengthen the teaching-research nexus by analysing three case studies: a "structured inquiry" third-year endocrinology medicine module, a…

  7. Tertiary Educational Institutions for Teaching, Research and Development

    ERIC Educational Resources Information Center

    Amoo, Sikiru A.

    2014-01-01

    This paper examines the quality of teaching and research in developing human resources to facilitate the development of tertiary education in the nation. It discusses the challenges and the roles of research in higher education. The author argues that the combination of content and pedagogical knowledge could help to develop human resources for…

  8. An Attractive Choice: Education Researchers' Use of Participatory Methodology

    ERIC Educational Resources Information Center

    Ebersohn, L.; Ferreira, R.; Beukes, J.

    2012-01-01

    Participatory methodologies are often favoured in education research. This study aimed to determine collaborative partnership trends between education researchers and teachers in order to understand the use of participatory theory and practice in education studies. Seven symposium presentations by education scholars from various higher education…

  9. The teaching/research trade-off in law: data from the right tail.

    PubMed

    Ginsburg, Tom; Miles, Thomas J

    2015-02-01

    There is a long scholarly debate on the trade-off between research and teaching in various fields, but relatively little study of the phenomenon in law. This analysis examines the relationship between the two core academic activities at one particular school, the University of Chicago Law School, which is considered one of the most productive in legal academia. We measure of scholarly productivity with the total number of publications by each professor for each year, and we approximate performance in teaching with course loads and average scores in student evaluations for each course. In OLS regressions, we estimate scholarly output as a function of teaching loads, faculty characteristics, and other controls. We also estimate teaching evaluation scores as a function of scholarly productivity, fixed effects for years and course subject, and faculty characteristics. Net of other factors, we find that, under some specifications, research and teaching are positively correlated. In particular, we find that students' perceptions of teaching quality rises, but at a decreasing rate, with the total amount of scholarship. We also find that certain personal characteristics correlate with productivity. The recent debate on the mission of American law schools has hinged on the assumption that a trade-off exists between teaching and research, and this article's analysis, although limited in various ways, casts some doubt on that assumption. © The Author(s) 2014.

  10. Methodological Approaches in MOOC Research: Retracing the Myth of Proteus

    ERIC Educational Resources Information Center

    Raffaghelli, Juliana Elisa; Cucchiara, Stefania; Persico, Donatella

    2015-01-01

    This paper explores the methodological approaches most commonly adopted in the scholarly literature on Massive Open Online Courses (MOOCs), published during the period January 2008-May 2014. In order to identify trends, gaps and criticalities related to the methodological approaches of this emerging field of research, we analysed 60 papers…

  11. Shoulder-to-Shoulder Research "with" Children: Methodological and Ethical Considerations

    ERIC Educational Resources Information Center

    Griffin, Krista M.; Lahman, Maria K. E.; Opitz, Michael F.

    2016-01-01

    This paper presents a methodological study with children where two different interview methods were utilized: the "walk-around" (a form of mobile interview) and the "shoulder-to-shoulder." The paper reviews the methodological aspects of the study then provides a brief review of the history of methods employed in research with…

  12. Enacting a Place-Responsive Research Methodology: Walking Interviews with Educators

    ERIC Educational Resources Information Center

    Lynch, Jonathan; Mannion, Greg

    2016-01-01

    Place-based and place-responsive approaches to outdoor learning and education are developing in many countries but there is dearth of theoretically-supported methodologies to take a more explicit account of place in research in these areas. In response, this article outlines one theoretical framing for place-responsive methodologies for…

  13. Combining Research-Based Student Fieldwork with Staff Research to Reinforce Teaching and Learning

    ERIC Educational Resources Information Center

    Fuller, Ian C.; Mellor, Antony; Entwistle, Jane A.

    2014-01-01

    This paper addresses the relationship between teaching and research in a fieldwork context by seeking student views over 3 years across two institutions to assess the perceived value of blending staff research activity with student fieldwork. Student views were solicited using questionnaires. Despite the contrasting environments, locations and…

  14. Teaching Research Methodology and Writing in the Emerald City.

    ERIC Educational Resources Information Center

    Miller, Larry D.

    The major goal of graduate education in speech communication is to advance knowledge about human communication through research and by training minds. Graduate education differs from undergraduate education because it emphasizes not only what we know, but how we come to know. Often, however, graduate education is just seen as being an extension of…

  15. Postgraduate Medical Trainees Understanding of Biostatistics: A Pre- and Post-Research Methodology Workshop Experience.

    PubMed

    Shafi, Mohammad Shoaib; Faisal, Tayyaba; Naseem, Sajida; Javed, Sajida

    2018-03-01

    To evaluate understanding of biostatistics among postgraduate medical trainees before and after biostatistics workshop. Quasi experimental study. Regional Centre, Islamabad, College of Physicians and Surgeons Pakistan, from March to September 2017. Two hundred and seventy postgraduate trainees were enrolled after taking informed consent. Structured questionnaire containing 21 multiple choice questions regarding understanding and application of biostatistics was given to all participants on the first and the last day of workshop and compared pre- and post-workshop by McNemar test of significance. SPSS version 21 was used for data analysis with p-value <0.05 as significant level. The response rate was 100%. Among these participants, males were 81 (30%) and females were 189 (70%), mean age was 28.5 ±2.5 years. One hundred and twenty-five (46%) postgraduate trainees were from Islamabad. Most of the doctors were in the first year (37%) and second year (57%) of their training. With total correct answers of 42.9% (preworkshop) and 57% (post-workshop), p-value was <0.001. Understanding regarding application of biostatistics in research among PGTs improved significantly and immediately after teaching biostatistics in research methodology workshop.

  16. Teaching/Research Project "Wheelmap"

    NASA Astrophysics Data System (ADS)

    Gollenstede, Andreas

    2018-05-01

    In recent years new didactic concepts and approaches have been developed and evaluated at the universities. The concept for cartography lectures presented in this article is based on the close link of research and teaching/learning. The students are involved in all essential steps of a scientific project taking place during a series of lectures - beginning with the development of the scientific issues, followed by the choice and execution of the research methods and finally the presentation of the achieved outcomes. The specific project introduced here is based on self-experiments in which students took the perspective of wheelchair users entrusted with the task to map places, which are accessible for people with impairments. Among others, the goal set for the students was to develop an appropriate concept for the mobile acquisition of data and to visualise the final results by different methods of cartography.

  17. Research funding expectations as a function of faculty teaching/administrative workload.

    PubMed

    Surratt, Christopher K; Kamal, Khalid M; Wildfong, Peter L D

    2011-06-01

    Persistent faculty shortages at US pharmacy schools make faculty recruitment and retention a perennial priority. The literature indicates that a key retention issue is whether the faculty member's scholarship is compromised because of a heavy teaching or service workload. Assess US pharmacy faculty perceptions concerning their views of appropriate expectations of research grant support given their teaching/administrative workloads. Data and opinions were collected using a multiple-choice, cross-sectional survey instrument (SurveyMonkey®; Menlo Park, CA), e-mailed to 1047 faculty members, randomly selected from all Accreditation Council of Pharmacy Education (ACPE)-accredited US pharmacy schools. Statistical analyses were performed using SPSS® (Chicago, IL) for Windows, Version 17.0. Of the researcher respondents, a majority felt that the amount of teaching expected was too much to be a competitive researcher. Teaching commitment was found more likely to increase than decrease after achieving tenure. Reported new faculty start-up funding was well below that typically found at nonpharmacy research schools. This information is anticipated to help pharmacy faculty members gauge their workload and productivity relative to a national peer group, and to help pharmacy schools improve in faculty recruitment and retention. The survey findings may assist pharmacy schools in clarifying reasonable teaching and funding expectations for pre- and post-tenure faculty, which in turn may help attract more pharmaceutical scientists to academic pharmacy positions. Copyright © 2011 Elsevier Inc. All rights reserved.

  18. The Use of Modeling Approach for Teaching Exponential Functions

    NASA Astrophysics Data System (ADS)

    Nunes, L. F.; Prates, D. B.; da Silva, J. M.

    2017-12-01

    This work presents a discussion related to the teaching and learning of mathematical contents related to the study of exponential functions in a freshman students group enrolled in the first semester of the Science and Technology Bachelor’s (STB of the Federal University of Jequitinhonha and Mucuri Valleys (UFVJM). As a contextualization tool strongly mentioned in the literature, the modelling approach was used as an educational teaching tool to produce contextualization in the teaching-learning process of exponential functions to these students. In this sense, were used some simple models elaborated with the GeoGebra software and, to have a qualitative evaluation of the investigation and the results, was used Didactic Engineering as a methodology research. As a consequence of this detailed research, some interesting details about the teaching and learning process were observed, discussed and described.

  19. The Preferences of University Instructors Regarding Research and Teaching Duties

    ERIC Educational Resources Information Center

    Kozmina, Ia. Ia.

    2015-01-01

    The author assesses the preferences of the faculty and teaching staff at Russian universities with regard to their research and teaching duties. She investigates how they structure their work schedule and academic productivity, and how universities with and without special status differ. The study is based on data from two international studies…

  20. Shared Journaling as Peer Support in Teaching Qualitative Research Methods

    ERIC Educational Resources Information Center

    Humble, Aine M.; Sharp, Elizabeth

    2012-01-01

    Teaching qualitative research methods (QRM), particularly early on in one's academic career, can be challenging. This paper describes shared peer journaling as one way in which to cope with challenges such as complex debates in the field and student resistance to interpretive paradigms. Literature on teaching QRM and the pedagogical value of…

  1. An Investigation of Teaching and Learning Programs in Pharmacy Education

    PubMed Central

    Baia, Patricia

    2016-01-01

    Objective. To investigate published, peer-reviewed literature on pharmacy teaching and learning development programs and to synthesize existing data, examine reported efficacy and identify future areas for research. Methods. Medline and ERIC databases were searched for studies on teaching development programs published between 2001 and 2015. Results. Nineteen publications were included, representing 21 programs. Twenty programs were resident teaching programs, one program described faculty development. The majority of programs spanned one year and delivered instruction on teaching methodologies and assessment measures. All except one program included experiential components. Thirteen publications presented outcomes data; most measured satisfaction and self-perceived improvement. Conclusion. Published literature on teacher development in pharmacy is focused more on training residents than on developing faculty members. Although programs are considered important and highly valued by program directors and participants, little data substantiates that these programs improve teaching. Future research could focus on measurement of program outcomes and documentation of teaching development for existing faculty members. PMID:27293226

  2. An Investigation of Teaching and Learning Programs in Pharmacy Education.

    PubMed

    Strang, Aimee F; Baia, Patricia

    2016-05-25

    Objective. To investigate published, peer-reviewed literature on pharmacy teaching and learning development programs and to synthesize existing data, examine reported efficacy and identify future areas for research. Methods. Medline and ERIC databases were searched for studies on teaching development programs published between 2001 and 2015. Results. Nineteen publications were included, representing 21 programs. Twenty programs were resident teaching programs, one program described faculty development. The majority of programs spanned one year and delivered instruction on teaching methodologies and assessment measures. All except one program included experiential components. Thirteen publications presented outcomes data; most measured satisfaction and self-perceived improvement. Conclusion. Published literature on teacher development in pharmacy is focused more on training residents than on developing faculty members. Although programs are considered important and highly valued by program directors and participants, little data substantiates that these programs improve teaching. Future research could focus on measurement of program outcomes and documentation of teaching development for existing faculty members.

  3. Conceptualizing Effectiveness in Disability Research

    ERIC Educational Resources Information Center

    de Bruin, Catriona L.

    2017-01-01

    Policies promoting evidence-based practice in education typically endorse evaluations of the effectiveness of teaching strategies through specific experimental research designs and methods. A number of researchers have critiqued this approach to evaluation as narrow and called for greater methodological sophistication. This paper discusses the…

  4. Searching for the Formula: How Librarians Teach Chemistry Graduate Students Research Skills

    ERIC Educational Resources Information Center

    Fong, Bonnie L.

    2014-01-01

    An exploratory study was conducted in Summer 2012 in an effort to determine what librarians in the United States are doing to teach chemistry graduate students research skills. Chemistry librarians at ARL (Association of Research Libraries) institutions were surveyed about the content they teach; when, where, and how they present it; and what…

  5. Teaching Human Rights in Turkey: Commentaries on a Single Lesson from Multiple Perspectives

    ERIC Educational Resources Information Center

    Kesten, Alper; Schur, Joan Brodsky; Gürsoy, Kudret

    2014-01-01

    This group of commentaries on teaching human rights in Turkey includes: (1) Reflection on Turkish Human Rights Lesson from Turkey (Alper Kesten)--A lesson on human rights in Turkey is analyzed for its representativity and methodology within the Turkish teaching culture from the viewpoint of a Turkish researcher; (2) Commentary on a Turkish Lesson…

  6. Getting quality in qualitative research: a short introduction to feminist methodology and methods.

    PubMed

    Landman, Maeve

    2006-11-01

    The present paper reflects a practical activity undertaken by the Nutrition Society's qualitative research network in October 2005. It reflects the structure of that exercise. First, there is an introduction to feminist methodology and methods. The informing premise is that feminist methodology is of particular interest to practitioners (professional and/or academic) engaged in occupations numerically dominated by women, such as nutritionists. A critical argument is made for a place for feminist methodology in related areas of social research. The discussion points to the differences that exist between various feminist commentators, although the central aims of feminist research are broadly shared. The paper comprises an overview of organizing concepts, discussion and questions posed to stimulate discussion on the design and process of research informed by feminist methodology. Issues arising from that discussion are summarized.

  7. Bridging the Gap between Instructional and Research Laboratories: Teaching Data Analysis Software Skills through the Manipulation of Original Research Data

    ERIC Educational Resources Information Center

    Hansen, Sarah J. R.; Zhu, Jieling; Karch, Jessica M.; Sorrento, Cristina M.; Ulichny, Joseph C.; Kaufman, Laura J.

    2016-01-01

    The gap between graduate research and introductory undergraduate teaching laboratories is often wide, but the development of teaching activities rooted within the research environment offers an opportunity for undergraduate students to have first-hand experience with research currently being conducted and for graduate students to develop…

  8. Concept mapping methodology and community-engaged research: A perfect pairing.

    PubMed

    Vaughn, Lisa M; Jones, Jennifer R; Booth, Emily; Burke, Jessica G

    2017-02-01

    Concept mapping methodology as refined by Trochim et al. is uniquely suited to engage communities in all aspects of research from project set-up to data collection to interpreting results to dissemination of results, and an increasing number of research studies have utilized the methodology for exploring complex health issues in communities. In the current manuscript, we present the results of a literature search of peer-reviewed articles in health-related research where concept mapping was used in collaboration with the community. A total of 103 articles met the inclusion criteria. We first address how community engagement was defined in the articles and then focus on the articles describing high community engagement and the associated community outcomes/benefits and methodological challenges. A majority (61%; n=63) of the articles were classified as low to moderate community engagement and participation while 38% (n=39) of the articles were classified as high community engagement and participation. The results of this literature review enhance our understanding of how concept mapping can be used in direct collaboration with communities and highlights the many potential benefits for both researchers and communities. Copyright © 2016 Elsevier Ltd. All rights reserved.

  9. How to Strengthen the Connection between Research and Teaching in Undergraduate University Education

    ERIC Educational Resources Information Center

    Elsen, Mariken (G.MF.); Visser-Wijnveen, Gerda J.; Van Der Rijst, Roeland M.; Van Driel, Jan H.

    2009-01-01

    This paper explores how to strengthen the research-teaching nexus in university education, in particular, how to improve the relation between policy and practice. The focus is on courses and curricula for undergraduate students. From a review of policy documents and research literature, it appeared that the research-teaching nexus can be shaped…

  10. Vanilla Teaching as a Rational Choice: The Impact of Research and Compliance on Teacher Development

    ERIC Educational Resources Information Center

    Harland, Tony; Wald, Navé

    2018-01-01

    This paper examines the proposition that the quality of university teaching in the research-intensive university is affected by various compliance demands on academic work that are meant to either enhance or be complementary to teaching. These include holding academics to account for the quality of both research and teaching. Our research aims to…

  11. Annotated Bibliography of Research in the Teaching of English

    ERIC Educational Resources Information Center

    Beach, Richard; Bigelow, Martha; Brendler, Beth; Dillon, Deborah; Frederick, Amy; Gabrielli, Michelle; Helman, Lori; Kapoor, Richa; Ngo, Bic; O'Brien, David; Rambow, Adam; Scharber, Cassie; Sethi, Jenna; Liang, Lauren; Braaksma, Martine; Janssen, Tanja

    2011-01-01

    "Research in the Teaching of English" (RTE) is the flagship research journal of the National Council of Teachers of English (NCTE) in the United States. It is a broad-based, multidisciplinary journal composed of original research articles and short scholarly essays on a wide range of topics significant to those concerned with the…

  12. Teaching the Research Paper through Inquiry-Based Instruction

    ERIC Educational Resources Information Center

    Zeek, Sara

    2011-01-01

    The freshman research paper can be a labor for both the teacher and the student with its many layers of skills and expectations. While academia has moved beyond note cards and simplified documentation models, students continue to get lost in the research process, often to the point that instructors may even wonder if they had been teaching in an…

  13. Ethical and Methodological Complexities in Research Involving Sexual Minorities

    ERIC Educational Resources Information Center

    Bettinger, Thomas V.

    2010-01-01

    While there is growing attention to sexual minorities in adult education (AE) and human resource development (HRD) literature, lesbian, gay, bisexual, transgender, and queer (LGBTQ) people have received very little attention in AE or in HRD research. This article captures methodological issues and concerns from LBGTQ-related research from…

  14. Methodological aspects of shift-work research.

    PubMed

    Knutsson, Anders

    2004-01-01

    A major issue in shift-work research is to understand the possible ways in which shift work can impact performance and health. Nearly all body functions, from those of the cellular level to those of the entire body, are circadian rhythmic. Disturbances of these rhythms as well as the social consequences of odd work hours are of importance for the health and well-being of shift workers. This article reviews a number of common methodological issues which are of relevance to epidemiological studies in this area of research. It discusses conceptual problems regarding the use of the term "shift work," and it underscores the need to develop models that explain the mechanisms of disease in shift workers.

  15. Facilitating and Creating Synergies between Teaching and Research: The Role of the Academic Administrator

    ERIC Educational Resources Information Center

    Balkin, David B.; Mello, Jeffrey A.

    2012-01-01

    Teaching and research are often seen as activities that compete for a faculty member's time and energy. This perceived disconnect between teaching and research has been reinforced by a number of norms within the academy as well as by institutional practices related to how faculty are managed and rewarded. This article argues that teaching and…

  16. Behavioral headache research: methodologic considerations and research design alternatives.

    PubMed

    Hursey, Karl G; Rains, Jeanetta C; Penzien, Donald B; Nash, Justin M; Nicholson, Robert A

    2005-05-01

    Behavioral headache treatments have garnered solid empirical support in recent years, but there is substantial opportunity to strengthen the next generation of studies with improved methods and consistency across studies. Recently, Guidelines for Trials of Behavioral Treatments for Recurrent Headache were published to facilitate the production of high-quality research. The present article compliments the guidelines with a discussion of methodologic and research design considerations. Since there is no research design that is applicable in every situation, selecting an appropriate research design is fundamental to producing meaningful results. Investigators in behavioral headache and other areas of research consider the developmental phase of the research, the principle objectives of the project, and the sources of error or alternative interpretations in selecting a design. Phases of clinical trials typically include pilot studies, efficacy studies, and effectiveness studies. These trials may be categorized as primarily pragmatic or explanatory. The most appropriate research designs for these different phases and different objectives vary on such characteristics as sample size and assignment to condition, types of control conditions, periods or frequency of measurement, and the dimensions along which comparisons are made. A research design also must fit within constraints on available resources. There are a large number of potential research designs that can be used and considering these characteristics allows selection of appropriate research designs.

  17. A Conceptual Framework for Graduate Teaching Assistant Professional Development Evaluation and Research

    PubMed Central

    Reeves, Todd D.; Marbach-Ad, Gili; Miller, Kristen R.; Ridgway, Judith; Gardner, Grant E.; Schussler, Elisabeth E.; Wischusen, E. William

    2016-01-01

    Biology graduate teaching assistants (GTAs) are significant contributors to the educational mission of universities, particularly in introductory courses, yet there is a lack of empirical data on how to best prepare them for their teaching roles. This essay proposes a conceptual framework for biology GTA teaching professional development (TPD) program evaluation and research with three overarching variable categories for consideration: outcome variables, contextual variables, and moderating variables. The framework’s outcome variables go beyond GTA satisfaction and instead position GTA cognition, GTA teaching practice, and undergraduate learning outcomes as the foci of GTA TPD evaluation and research. For each GTA TPD outcome variable, key evaluation questions and example assessment instruments are introduced to demonstrate how the framework can be used to guide GTA TPD evaluation and research plans. A common conceptual framework is also essential to coordinating the collection and synthesis of empirical data on GTA TPD nationally. Thus, the proposed conceptual framework serves as both a guide for conducting GTA TPD evaluation at single institutions and as a means to coordinate research across institutions at a national level. PMID:27193291

  18. Approach to the Phenomenon of M-Learning in English Teaching

    ERIC Educational Resources Information Center

    García, Sergio; Fombona, Javier

    2015-01-01

    This research analyzes the situation of mobile devices and some specific options of support for the teaching of the English language. The features of this complex and novel phenomenon of Mobile-Assisted Language Learning (MALL) are addressed with an exploratory descriptive methodology. The article is part of a more extensive research which deals…

  19. Research-Based Learning: Teaching Development through Fieldschools

    ERIC Educational Resources Information Center

    Guinness, Patrick

    2012-01-01

    The challenge of bringing research-based learning to undergraduate development studies and anthropology students has led to convening a fieldschool in Indonesia. The fieldschool has been vital in introducing students to fieldwork methodology and in developing a deeper understanding of the relation of research data to development theory. In…

  20. Standard methodologies for virus research in Apis mellifera

    USDA-ARS?s Scientific Manuscript database

    The international research network COLOSS (Prevention of honey bee COlony LOSSes) was established to coordinate efforts towards improving the health of western honey bee at the global level. The COLOSS BEEBOOK contains a collection of chapters intended to standardized methodologies for monitoring ...

  1. Handbook of Research on Collaborative Teaching Practice in Virtual Learning Environments

    ERIC Educational Resources Information Center

    Panconesi, Gianni, Ed.; Guida, Maria, Ed.

    2017-01-01

    Modern technology has enhanced many aspects of life, including classroom education. By offering virtual learning experiences, educational systems can become more efficient and effective at teaching the student population. The "Handbook of Research on Collaborative Teaching Practice in Virtual Learning Environments" highlights program…

  2. Teaching Medical Students Basic Neurotransmitter Pharmacology Using Primary Research Resources

    ERIC Educational Resources Information Center

    Halliday, Amy C.; Devonshire, Ian M.; Greenfield, Susan A.; Dommett, Eleanor J.

    2010-01-01

    Teaching pharmacology to medical students has long been seen as a challenge, and one to which a number of innovative approaches have been taken. In this article, we describe and evaluate the use of primary research articles in teaching second-year medical students both in terms of the information learned and the use of the papers themselves. We…

  3. Using Replication Projects in Teaching Research Methods

    ERIC Educational Resources Information Center

    Standing, Lionel G.; Grenier, Manuel; Lane, Erica A.; Roberts, Meigan S.; Sykes, Sarah J.

    2014-01-01

    It is suggested that replication projects may be valuable in teaching research methods, and also address the current need in psychology for more independent verification of published studies. Their use in an undergraduate methods course is described, involving student teams who performed direct replications of four well-known experiments, yielding…

  4. Advancements in Research Synthesis Methods: From a Methodologically Inclusive Perspective

    ERIC Educational Resources Information Center

    Suri, Harsh; Clarke, David

    2009-01-01

    The dominant literature on research synthesis methods has positivist and neo-positivist origins. In recent years, the landscape of research synthesis methods has changed rapidly to become inclusive. This article highlights methodologically inclusive advancements in research synthesis methods. Attention is drawn to insights from interpretive,…

  5. Methodological issues in interviewing families in family nursing research.

    PubMed

    Astedt-Kurki, P; Paavilainen, E; Lehti, K

    2001-07-01

    The aim of this study is to discuss what methodological problems can be met in family research with one family member as an interviewee speaking on behalf of the whole family and, vice versa, what is the meaning of having multiple family members or the whole family unit as informants. Family nursing research is part of multidisciplinary research with families. It is a basis for family nursing and contributes to research, especially from the perspective of family welfare and its promotion. Family nursing research generates knowledge concerning families' and family members' wellbeing and experiences and expectations of nursing and health care. The examination of methodological problems while pursuing family research is based on two studies conducted in Finland. Quantitative methods add to the general knowledge of families. Qualitative methods are well suited to the study of family experiences. Family interviews performed for research purposes differ from interviews aiming at caring for families. They aim at obtaining knowledge of families on a general level so as to improve family nursing. Family research has to be looked at as a whole. It faces many challenges such as the definition of the family, gaining access, methods of data collection and data management. A family is a complex system and research with families need flexible, sensitive and practical methods. Family research should also aim at developing new methods for data collection and analysis.

  6. The Development of Creative Thinking in Graduate Students Doing Scientific Research

    ERIC Educational Resources Information Center

    Truran, Peter

    2016-01-01

    The teaching of research methodology to graduate science students places an emphasis on scientific reasoning and on the generation and evaluation of evidence in support of research conclusions. Very little attention is paid to the teaching of scientific creativity, the processes for generation of new ideas, hypotheses, and theories. By contrast,…

  7. Teaching through Research: Alignment of Core Chemistry Competencies and Skills within a Multidisciplinary Research Framework

    ERIC Educational Resources Information Center

    Ghanem, Eman; Long, S. Reid; Rodenbusch, Stacia E.; Shear, Ruth I.; Beckham, Josh T.; Procko, Kristen; DePue, Lauren; Stevenson, Keith J.; Robertus, Jon D.; Martin, Stephen; Holliday, Bradley; Jones, Richard A.; Anslyn, Eric V.; Simmons, Sarah L.

    2018-01-01

    Innovative models of teaching through research have broken the long-held paradigm that core chemistry competencies must be taught with predictable, scripted experiments. We describe here five fundamentally different, course-based undergraduate research experiences that integrate faculty research projects, accomplish ACS accreditation objectives,…

  8. Science and Television Commercials: Adding Relevance to the Research Methodology Course.

    ERIC Educational Resources Information Center

    Solomon, Paul R.

    1979-01-01

    Contends that research methodology courses can be relevant to issues outside of psychology and describes a method which relates the course to consumer problems. Students use experimental methodology to test claims made in television commercials advertising deodorant, bathroom tissues, and soft drinks. (KC)

  9. Online Public Access Catalog User Studies: A Review of Research Methodologies, March 1986-November 1989.

    ERIC Educational Resources Information Center

    Seymour, Sharon

    1991-01-01

    Review of research methodologies used in studies of online public access catalog (OPAC) users finds that a variety of research methodologies--e.g., surveys, transaction log analysis, interviews--have been used with varying degrees of expertise. It is concluded that poor research methodology resulting from limited training and resources limits the…

  10. A Theoretical and Methodological Evaluation of Leadership Research.

    ERIC Educational Resources Information Center

    Lashbrook, Velma J.; Lashbrook, William B.

    This paper isolates some of the strengths and weaknesses of leadership research by evaluating it from both a theoretical and methodological perspective. The seven theories or approaches examined are: great man, trait, situational, style, functional, social influence, and interaction positions. General theoretical, conceptual, and measurement…

  11. Teaching professional development of science and engineering professors at a research-extensive university: Motivations, meaningfulness, obstacles, and effects

    NASA Astrophysics Data System (ADS)

    Bouwma-Gearhart, Jana

    There is a national movement to improve undergraduate science, technology, engineering, and mathematics (STEM) education. Given the percentage of academics teaching and training at research institutions, there is a parallel movement to improve the quality of teaching-focused professional development for practicing and future STEM educators at these institutions. While research into the effectiveness of teaching professional development at the postsecondary level has increased over the last 40 years, little attention has been paid to understanding faculty perceptions regarding what constitutes effective teaching professional development. Less is known about how to best meet the needs of STEM faculty at research universities and why, given that they are seldom required to engage in teaching professional development, they bother to participate at all. The higher education research community must develop theory grounded in the knowledge and practical experiences of the faculty engaged in teaching professional development. I have studied what motivates twelve research university science and engineering faculty to engage in teaching professional development in light of local supports and barriers and the resulting value of their participation. I have interpreted the experiences of my research participants to indicate that they were motivated to engage in teaching professional development to fulfill a need to bring their teaching competencies in better concordance with their professional strengths as researchers. Once engaged, my research participants increased their teaching competence and achieved more autonomy with respect to their professional practice. As they continued to engage, they internalized the values and practices associated with effective teaching professional development and adopted the commitment to continually problematize their teaching practice as more of their own. My research participants attempted to transfer their revised stance regarding teaching

  12. Educating Professionals--Perceptions of the Research--Teaching Nexus in Accounting: A Case Study

    ERIC Educational Resources Information Center

    Lubbe, Ilse

    2015-01-01

    The teaching-research "nexus" has been an area of historic and ongoing controversy within universities and discussions into the nexus between teaching and research continues to expand. Within the accounting discipline, where new knowledge is perceived to be located "outside" the university, academics struggle to describe and…

  13. [Clinical research outside of teaching hospitals: Current situation in north-eastern France].

    PubMed

    Goetz, C; Dupoux, A; Déloy, L; Hertz, C; Jeanmaire, T; Parneix, N

    2015-04-01

    Most clinical research in France takes place in teaching hospitals. There are, however, many advantages to developing it in other hospitals: access to innovative treatments, improvement in healthcare quality, attractiveness of hospitals, increased trial inclusion rates and reduced selection bias. The objectives of our study were to report on the current situation of clinical research outside teaching hospitals. A three-stage survey was conducted between January 2012 and May 2013 in non-teaching hospitals of north-eastern France. First, questionnaires were sent to administrative and medical boards of all hospitals with more than 100 beds, then to head doctors of every department in hospitals with more than 300 beds and finally meetings were organized with members of 20 selected hospitals. The administrative and medical boards of 85 hospitals participated in the first stage of the survey; half of these hospitals were engaged in clinical research activities and for 10 the internal structuring was cross-disciplinary. Answers from 178 departments were obtained during the second stage; 47% reported a clinical research activity. Meetings with research teams in 20 hospitals allowed us to identify difficulties concerning research funding, transversal organization and sponsoring. Clinical research existed in more than half of the respondent non-teaching hospitals. Obstacles to its development can be grouped in three categories: 1) internal structuring of clinical research, 2) access to information and knowledge of how clinical research functions and to interlocutors outside the hospital and 3) access to skills necessary to sponsor clinical research. Copyright © 2015 Elsevier Masson SAS. All rights reserved.

  14. A Self-Study of a Thai Teacher Educator Developing a Better Understanding of PCK for Teaching about Teaching Science

    ERIC Educational Resources Information Center

    Faikhamta, Chatree; Clarke, Anthony

    2013-01-01

    In this study, I, the first author as a Thai teacher educator employed self-study as a research methodology to investigate my own understandings, questions, and curiosities about pedagogical content knowledge (PCK) for teaching science student teachers and the ways I engaged student teachers in a field-based science methods course designed to help…

  15. Integral Methodological Pluralism in Science Education Research: Valuing Multiple Perspectives

    ERIC Educational Resources Information Center

    Davis, Nancy T.; Callihan, Laurie P.

    2013-01-01

    This article examines the multiple methodologies used in educational research and proposes a model that includes all of them as contributing to understanding educational contexts and research from multiple perspectives. The model, based on integral theory (Wilber in a theory of everything. Shambhala, Boston, 2000) values all forms of research as…

  16. An overview of the impact of rare disease characteristics on research methodology.

    PubMed

    Whicher, Danielle; Philbin, Sarah; Aronson, Naomi

    2018-01-19

    About 30 million individuals in the United States are living with a rare disease, which by definition have a prevalence of 200,000 or fewer cases in the United States ([National Organization for Rare Disorders], [About NORD], [2016]). Disease heterogeneity and geographic dispersion add to the difficulty of completing robust studies in small populations. Improving the ability to conduct research on rare diseases would have a significant impact on population health. The purpose of this paper is to raise awareness of methodological approaches that can address the challenges to conducting robust research on rare diseases. We conducted a landscape review of available methodological and analytic approaches to address the challenges of rare disease research. Our objectives were to: 1. identify algorithms for matching study design to rare disease attributes and the methodological approaches applicable to these algorithms; 2. draw inferences on how research communities and infrastructure can contribute to the efficiency of research on rare diseases; and 3. to describe methodological approaches in the rare disease portfolio of the Patient-Centered Outcomes Research Institute (PCORI), a funder promoting both rare disease research and research infrastructure. We identified three algorithms for matching study design to rare disease or intervention characteristics (Gagne, et.al, BMJ 349:g6802, 2014); (Gupta, et.al, J Clin Epidemiol 64:1085-1094, 2011); (Cornu, et. al, Orphet J Rare Dis 8:48,2012) and summarized the applicable methodological and analytic approaches. From this literature we were also able to draw inferences on how an effective research infrastructure can set an agenda, prioritize studies, accelerate accrual, catalyze patient engagement and terminate poorly performing studies. Of the 24 rare disease projects in the PCORI portfolio, 11 are randomized controlled trials (RCTs) using standard designs. Thirteen are observational studies using case-control, prospective

  17. The intersubjective endeavor of psychopathology research: methodological reflections on a second-person perspective approach

    PubMed Central

    Galbusera, Laura; Fellin, Lisa

    2014-01-01

    Research in psychopathology may be considered as an intersubjective endeavor mainly concerned with understanding other minds. Thus, the way we conceive of social understanding influences how we do research in psychology in the first place. In this paper, we focus on psychopathology research as a paradigmatic case for this methodological issue, since the relation between the researcher and the object of study is characterized by a major component of “otherness.” We critically review different methodologies in psychopathology research, highlighting their relation to different social cognition theories (the third-, first-, and second-person approaches). Hence we outline the methodological implications arising from each theoretical stance. Firstly, we critically discuss the dominant paradigm in psychopathology research, based on the Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric Association, 2013) and on quantitative methodology, as an example of a third-person methodology. Secondly, we contrast this mainstream view with phenomenological psychopathology which—by rejecting the reductionist view exclusively focused on behavioral symptoms—takes consciousness as its main object of study: it therefore attempts to grasp patients’ first-person experience. But how can we speak about a first-person perspective in psychopathology if the problem at stake is the experience of the other? How is it possible to understand the experience from “within,” if the person who is having this experience is another? By addressing these issues, we critically explore the feasibility and usefulness of a second-person methodology in psychopathology research. Notwithstanding the importance of methodological pluralism, we argue that a second-person perspective should inform the epistemology and methods of research in psychopathology, as it recognizes the fundamental circular and intersubjective construction of knowledge. PMID:25368589

  18. The intersubjective endeavor of psychopathology research: methodological reflections on a second-person perspective approach.

    PubMed

    Galbusera, Laura; Fellin, Lisa

    2014-01-01

    Research in psychopathology may be considered as an intersubjective endeavor mainly concerned with understanding other minds. Thus, the way we conceive of social understanding influences how we do research in psychology in the first place. In this paper, we focus on psychopathology research as a paradigmatic case for this methodological issue, since the relation between the researcher and the object of study is characterized by a major component of "otherness." We critically review different methodologies in psychopathology research, highlighting their relation to different social cognition theories (the third-, first-, and second-person approaches). Hence we outline the methodological implications arising from each theoretical stance. Firstly, we critically discuss the dominant paradigm in psychopathology research, based on the Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric Association, 2013) and on quantitative methodology, as an example of a third-person methodology. Secondly, we contrast this mainstream view with phenomenological psychopathology which-by rejecting the reductionist view exclusively focused on behavioral symptoms-takes consciousness as its main object of study: it therefore attempts to grasp patients' first-person experience. But how can we speak about a first-person perspective in psychopathology if the problem at stake is the experience of the other? How is it possible to understand the experience from "within," if the person who is having this experience is another? By addressing these issues, we critically explore the feasibility and usefulness of a second-person methodology in psychopathology research. Notwithstanding the importance of methodological pluralism, we argue that a second-person perspective should inform the epistemology and methods of research in psychopathology, as it recognizes the fundamental circular and intersubjective construction of knowledge.

  19. Some Methodological Considerations in Researching the Family Career.

    ERIC Educational Resources Information Center

    White, James

    Methodological issues which confront researchers using the concept of the family career include the selection of appropriate dependent variables; the efficacy of historical versus immediate effects; and scaling the family career (a proposed replacement for the "family life cycle"). The issue of which dependent variables should be…

  20. Assessment of Teaching Quality: Survey of University Graduates

    ERIC Educational Resources Information Center

    Stankeviciene, Jurate

    2007-01-01

    Purpose: The purpose was to investigate higher education quality because there are links between the main society and university graduates and the university. Methodology: This research sought aspects of the teaching quality of the Faculty that could be improved. The spheres were: improvement in qualifications of the teachers; finding ways to…

  1. Co-Teaching an Online Action Research Class

    ERIC Educational Resources Information Center

    Wilson, Brent G.; Linder VanBerschot, Jennifer

    2014-01-01

    Two instructors report our experience co-teaching an action research (AR) required as part of an e-learning master's degree. Adopting a practice-centered stance we focus on the course activities of participants (instructors and students), with particular attention to the careful crafting of course elements with the goal of achieving an…

  2. The Ethical Function of Research and Teaching

    ERIC Educational Resources Information Center

    Tabensky, Pedro Alexis

    2014-01-01

    It is the epistemic as well as the ethical responsibility of academics to aim to approach their research and teaching with a proper understanding of the ultimate ethical purpose or telos of their defining activities and products, which is the practical aim of promoting human flourishing. Minimally, academics should aim at understanding, and a key…

  3. A philosophical analysis of the general methodology of qualitative research: a critical rationalist perspective.

    PubMed

    Rudnick, Abraham

    2014-09-01

    Philosophical discussion of the general methodology of qualitative research, such as that used in some health research, has been inductivist or relativist to date, ignoring critical rationalism as a philosophical approach with which to discuss the general methodology of qualitative research. This paper presents a discussion of the general methodology of qualitative research from a critical rationalist perspective (inspired by Popper), using as an example mental health research. The widespread endorsement of induction in qualitative research is positivist and is suspect, if not false, particularly in relation to the context of justification (or rather theory testing) as compared to the context of discovery (or rather theory generation). Relativism is riddled with philosophical weaknesses and hence it is suspect if not false too. Theory testing is compatible with qualitative research, contrary to much writing about and in qualitative research, as theory testing involves learning from trial and error, which is part of qualitative research, and which may be the form of learning most conducive to generalization. Generalization involves comparison, which is a fundamental methodological requirement of any type of research (qualitative or other); hence the traditional grounding of quantitative and experimental research in generalization. Comparison--rather than generalization--is necessary for, and hence compatible with, qualitative research; hence, the common opposition to generalization in qualitative research is misdirected, disregarding whether this opposition's claims are true or false. In conclusion, qualitative research, similar to quantitative and experimental research, assumes comparison as a general methodological requirement, which is necessary for health research.

  4. Teaching Presence and Communication Timeliness in Asynchronous Online Courses

    ERIC Educational Resources Information Center

    Skramstad, Erik; Schlosser, Charles; Orellana, Anymir

    2012-01-01

    This study examined student perceptions of teaching presence and communication timeliness in asynchronous online courses. Garrison, Anderson, and Archer's (2000) community of inquiry model provided the framework for the survey research methodology used. Participants were 59 student volunteers taking 1 or more asynchronous online graduate courses.…

  5. Improving Student Evaluation of Teaching: Determining Multiple Perspectives within a Course for Future Math Educators

    ERIC Educational Resources Information Center

    Ramlo, Susan

    2017-01-01

    Instructors in higher education are very familiar with the Likert scale Students' Evaluation of Teaching (SET) used to evaluate teaching. Researchers have raised concerns about biases affecting the results of SET surveys, as well as their validity and reliability and use in high-stakes decision making. Here, we demonstrate that Q methodology,…

  6. Research and Teaching: Development of Undergraduate Teaching Assistants as Effective Instructors in STEM Courses

    ERIC Educational Resources Information Center

    Philipp, Stephanie B.; Tretter, Thomas; Rich, Christine V.

    2016-01-01

    This study examined the development of peer mentoring skills and deepening of content knowledge by trained and supported undergraduate teaching assistants working with students in entry-level STEM courses across nine departments at a large research-intensive U.S. university.

  7. Analysis of Research in the Teaching of Science, July 1955 - July 1956. Bulletin, 1958, No. 7

    ERIC Educational Resources Information Center

    Osbourn, Ellsworth S.

    1958-01-01

    Beginning in 1950 the National Association for Research in Science Teaching and the U.S. Office of Education collaborated in preparing an annual summary of research in the teaching of science. The present bulletin continues their cooperative effort. This analysis of research in the teaching of science contains reports of published studies…

  8. Critical reflections on methodological challenge in arts and dementia evaluation and research.

    PubMed

    Gray, Karen; Evans, Simon Chester; Griffiths, Amanda; Schneider, Justine

    2017-01-01

    Methodological rigour, or its absence, is often a focus of concern for the emerging field of evaluation and research around arts and dementia. However, this paper suggests that critical attention should also be paid to the way in which individual perceptions, hidden assumptions and underlying social and political structures influence methodological work in the field. Such attention will be particularly important for addressing methodological challenges relating to contextual variability, ethics, value judgement and signification identified through a literature review on this topic. Understanding how, where and when evaluators and researchers experience such challenges may help to identify fruitful approaches for future evaluation.

  9. Teaching Beginning College Students with Adapted Published Research Reports

    ERIC Educational Resources Information Center

    Klemm, William R.

    2013-01-01

    This study used peer-reviewed published research reports to teach a seminar on learning and memory to first-semester college students. Complete reports (not summaries, reviews, or news reports) were re-written by this author to be more "student friendly" to college freshmen. These adapted published research reports (APRRs) retained…

  10. An Analysis of the Relationship of Teaching Methodology and the Students' Level of Cognition with Student Achievement in Principles of Marketing.

    ERIC Educational Resources Information Center

    Hallgren, Kenneth Glenn

    A study investigated the relationship of students' cognitive level of development and teaching methodology with student achievement. The sample was composed of 79 students in two sections of the introductory marketing course at the University of Northern Colorado. The control group was taught by a lecture strategy, and the experimental group by a…

  11. Department Chair Advice on Teaching and Research at U.S. Research Universities

    ERIC Educational Resources Information Center

    Taggart, Gabel

    2015-01-01

    Using data from a 2010 survey of academic chairs, this study reports on academic department chairs' recommended time allocations to new assistant professors. I contend that personal values about research and teaching influence the department chair's recommendations along with organizational characteristics. Multi-level modeling indicates that…

  12. Strategies for teaching nursing research online.

    PubMed

    Moore, P; Hart, L

    2004-06-01

    Nursing, like many disciplines in university settings, is experiencing increasing demand for online courses. Development and implementation of online courses with the quality of education nursing students experience in traditional classroom settings, is essential to maintaining integrity of the educational process. Nursing research has been offered in the online format in the RN-BSN programme for 2 years. This course has an average enrolment of 80 to 90 students each semester. This article presents strategies used in teaching an RN-BSN nursing research course online. Feedback from faculty and students indicates that these strategies have been successful in facilitating this writing intensive course through distance learning.

  13. The Experience of Academic Learning: Uneven Conceptions of Learning across Research and Teaching

    ERIC Educational Resources Information Center

    Light, Greg; Calkins, Susanna

    2015-01-01

    Research and teaching are often construed by academic staff as incongruous activities that have little overlap in practice. Many studies on the relationship of teaching and research assume an inherent competition or "rivalry" between these two practices. In this study, we draw on a framework that conceptualizes these academic practices…

  14. Application of Research-Informed Teaching in the Taught-Postgraduate Education of Maritime Law

    ERIC Educational Resources Information Center

    Zhu, Ling; Pan, Wei

    2017-01-01

    Despite numerous studies of the research-teaching nexus, applying research-informed teaching (RiT) to taught-postgraduate education has been largely overlooked. This knowledge gap is particularly significant in the maritime law discipline given the fast-growing business of international shipping and logistics. This paper aims to examine the impact…

  15. Development of Research-Based Protocol Aligned to Predict High Levels of Teaching Quality

    ERIC Educational Resources Information Center

    Schumacher, Gary; Grigsby, Bettye; Vesey, Winona

    2011-01-01

    This study proposes a research-based teacher selection protocol. The protocol is intended to offer school district hiring authorities a tool to identify teacher candidates with the behaviors expected to predict effective teaching. It is hypothesized that a particular series of research-based interview questions focusing on teaching behaviors in…

  16. Evidence-based Frameworks for Teaching and Learning in Classical Singing Training: A Systematic Review.

    PubMed

    Crocco, Laura; Madill, Catherine J; McCabe, Patricia

    2017-01-01

    The study systematically reviews evidence-based frameworks for teaching and learning of classical singing training. This is a systematic review. A systematic literature search of 15 electronic databases following the Preferred Reporting Items for Systematic Reviews (PRISMA) guidelines was conducted. Eligibility criteria included type of publication, participant characteristics, intervention, and report of outcomes. Quality rating scales were applied to support assessment of the included literature. Data analysis was conducted using meta-aggregation. Nine papers met the inclusion criteria. No complete evidence-based teaching and learning framework was found. Thematic content analysis showed that studies either (1) identified teaching practices in one-to-one lessons, (2) identified student learning strategies in one-to-one lessons or personal practice sessions, and (3) implemented a tool to enhance one specific area of teaching and learning in lessons. The included studies showed that research in music education is not always specific to musical genre or instrumental group, with four of the nine studies including participant teachers and students of classical voice training only. The overall methodological quality ratings were low. Research in classical singing training has not yet developed an evidence-based framework for classical singing training. This review has found that introductory information on teaching and learning practices has been provided, and tools have been suggested for use in the evaluation of the teaching-learning process. High-quality methodological research designs are needed. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

  17. McCallen Professional Research and Teaching Leave Report

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    McCallen, R.

    This end of assignment report for a Professional Research and Teaching (PRT) Leave award includes the attached assessment of success by the host organization, University of California Davis (UCD). The following summarizes the accomplishments and attached are a selection of documented items.

  18. 22 CFR 63.4 - Grants to foreign participants to lecture, teach, and engage in research.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ..., teach, and engage in research. 63.4 Section 63.4 Foreign Relations DEPARTMENT OF STATE PUBLIC DIPLOMACY... EXCHANGE PROGRAM § 63.4 Grants to foreign participants to lecture, teach, and engage in research. A citizen or national of a foreign country who has been awarded a grant to lecture, teach, and engage in...

  19. Using a community of inquiry framework to teach a nursing and midwifery research subject: An evaluative study.

    PubMed

    Mills, Jane; Yates, Karen; Harrison, Helena; Woods, Cindy; Chamberlain-Salaun, Jennifer; Trueman, Scott; Hitchins, Marnie

    2016-08-01

    Postgraduate nursing students' negative perceptions about a core research subject at an Australian university led to a revision and restructure of the subject using a Communities of Inquiry framework. Negative views are often expressed by nursing and midwifery students about the research process. The success of evidence-based practice is dependent on changing these views. A Community of Inquiry is an online teaching, learning, thinking, and sharing space created through the combination of three domains-teacher presence (related largely to pedagogy), social presence, and cognitive presence (critical thinking). Evaluate student satisfaction with a postgraduate core nursing and midwifery subject in research design, theory, and methodology, which was delivered using a Communities of Inquiry framework. This evaluative study incorporated a validated Communities of Inquiry survey (n=29) and interviews (n=10) and was conducted at an Australian university. Study participants were a convenience sample drawn from 56 postgraduate students enrolled in a core research subject. Survey data were analysed descriptively and interviews were coded thematically. Five main themes were identified: subject design and delivery; cultivating community through social interaction; application-knowledge, practice, research; student recommendations; and technology and technicalities. Student satisfaction was generally high, particularly in the areas of cognitive presence (critical thinking) and teacher presence (largely pedagogy related). Students' views about the creation of a "social presence" were varied but overall, the framework was effective in stimulating both inquiry and a sense of community. The process of research is, in itself, the creation of a "community of inquiry." This framework showed strong potential for use in the teaching of nurse research subjects; satisfaction was high as students reported learning, not simply the theory and the methods of research, but also how to engage

  20. The trials methodological research agenda: results from a priority setting exercise.

    PubMed

    Tudur Smith, Catrin; Hickey, Helen; Clarke, Mike; Blazeby, Jane; Williamson, Paula

    2014-01-23

    Research into the methods used in the design, conduct, analysis, and reporting of clinical trials is essential to ensure that effective methods are available and that clinical decisions made using results from trials are based on the best available evidence, which is reliable and robust. An on-line Delphi survey of 48 UK Clinical Research Collaboration registered Clinical Trials Units (CTUs) was undertaken. During round one, CTU Directors were asked to identify important topics that require methodological research. During round two, their opinion about the level of importance of each topic was recorded, and during round three, they were asked to review the group's average opinion and revise their previous opinion if appropriate. Direct reminders were sent to maximise the number of responses at each round. Results are summarised using descriptive methods. Forty one (85%) CTU Directors responded to at least one round of the Delphi process: 25 (52%) responded in round one, 32 (67%) responded in round two, 24 (50%) responded in round three. There were only 12 (25%) who responded to all three rounds and 18 (38%) who responded to both rounds two and three. Consensus was achieved amongst CTU Directors that the top three priorities for trials methodological research were 'Research into methods to boost recruitment in trials' (considered the highest priority), 'Methods to minimise attrition' and 'Choosing appropriate outcomes to measure'. Fifty other topics were included in the list of priorities and consensus was reached that two topics, 'Radiotherapy study designs' and 'Low carbon trials', were not priorities. This priority setting exercise has identified the research topics felt to be most important to the key stakeholder group of Directors of UKCRC registered CTUs. The use of robust methodology to identify these priorities will help ensure that this work informs the trials methodological research agenda, with a focus on topics that will have most impact and relevance.

  1. Teaching and Learning Mathematics: Translating Research for Elementary School Teachers

    ERIC Educational Resources Information Center

    Lester, Frank

    2010-01-01

    How can teachers learn what they need to know? Every community of educators, regardless of field or specialization, can benefit from being well informed about current research findings. A considerable amount of mathematics education research exists to inform teachers and administrators about teaching and learning mathematics. Research can show…

  2. Teaching and Learning Mathematics: Translating Research for Secondary School Teachers

    ERIC Educational Resources Information Center

    Lester, Frank

    2010-01-01

    How can teachers learn what they need to know? Every community of educators, regardless of field or specialization, can benefit from being well informed about current research findings. A considerable amount of mathematics education research exists to inform teachers and administrators about teaching and learning mathematics. Research can show…

  3. Critical Race Design: An Emerging Methodological Approach to Anti-Racist Design and Implementation Research

    ERIC Educational Resources Information Center

    Khalil, Deena; Kier, Meredith

    2017-01-01

    This article is about introducing Critical Race Design (CRD), a research methodology that centers race and equity at the nucleus of educational opportunities by design. First, the authors define design-based implementation research (DBIR; Penuel, Fishman, Cheng, & Sabelli, 2011) as an equity-oriented education research methodology where…

  4. A Methodology for Conducting Integrative Mixed Methods Research and Data Analyses

    PubMed Central

    Castro, Felipe González; Kellison, Joshua G.; Boyd, Stephen J.; Kopak, Albert

    2011-01-01

    Mixed methods research has gained visibility within the last few years, although limitations persist regarding the scientific caliber of certain mixed methods research designs and methods. The need exists for rigorous mixed methods designs that integrate various data analytic procedures for a seamless transfer of evidence across qualitative and quantitative modalities. Such designs can offer the strength of confirmatory results drawn from quantitative multivariate analyses, along with “deep structure” explanatory descriptions as drawn from qualitative analyses. This article presents evidence generated from over a decade of pilot research in developing an integrative mixed methods methodology. It presents a conceptual framework and methodological and data analytic procedures for conducting mixed methods research studies, and it also presents illustrative examples from the authors' ongoing integrative mixed methods research studies. PMID:22167325

  5. Valuing a Plurality of Research Methodologies and Instructional Ideologies in Classroom Research

    ERIC Educational Resources Information Center

    Poplin, Mary

    2011-01-01

    The critical issue Connor, Gallagher, Ferri, Dudley-Marling, and others have put before everyone in this special issue of the "Learning Disability Quarterly" is the hegemony of quantitative methodologies and subsequent marginalization of qualitative research. On this the author is in full agreement. When the human sciences use only quantitative…

  6. Relations between Teaching and Research in Physical Geography and Mathematics at Research-Intensive Universities

    ERIC Educational Resources Information Center

    Madsen, Lene Moller; Winslow, Carl

    2009-01-01

    We examine the relationship between research and teaching practices as they are enacted by university professors in a research-intensive university. First we propose a theoretical model for the study of this relationship based on Chevallard's anthropological theory. This model is used to design and analyze an interview study with physical…

  7. Toward methodological emancipation in applied health research.

    PubMed

    Thorne, Sally

    2011-04-01

    In this article, I trace the historical groundings of what have become methodological conventions in the use of qualitative approaches to answer questions arising from the applied health disciplines and advocate an alternative logic more strategically grounded in the epistemological orientations of the professional health disciplines. I argue for an increasing emphasis on the modification of conventional qualitative approaches to the particular knowledge demands of the applied practice domain, challenging the merits of what may have become unwarranted attachment to theorizing. Reorienting our methodological toolkits toward the questions arising within an evidence-dominated policy agenda, I encourage my applied health disciplinary colleagues to make themselves useful to that larger project by illuminating that which quantitative research renders invisible, problematizing the assumptions on which it generates conclusions, and filling in the gaps in knowledge needed to make decisions on behalf of people and populations.

  8. Characterizing Mathematics Teaching Research Specialists' Mentoring in the Context of Chinese Lesson Study

    ERIC Educational Resources Information Center

    Gu, Feishi; Gu, Lingyuan

    2016-01-01

    This study examines how mathematics teaching research specialists mentor practicing teachers during post-lesson debriefs of a lesson study in China. Based on a systematic, fine-grained analysis of 107 h of videotaped mentoring meetings of 20 groups of teachers and teaching research specialists from different elementary schools, this study reveals…

  9. The Importance and Justifications for Astronomy Teaching: A Look at the Researches on the Area

    NASA Astrophysics Data System (ADS)

    Soler, D. R.; Leite, C.

    2013-08-01

    Many researchers in Astronomy Teaching often refer to Astronomy as an object of great curiosity. In this paper, we will present a survey concerning the importance and justifications researchers have given to Astronomy Teaching. In a universe of 180 papers about Astronomy Teaching, found in periodicals from the areas of Science, Physics and Astronomy Teaching in the last decade, in 29 of them, discussions about the importance or justifications to Astronomy Teaching were found. As the main result of this work, all the elements related to the importance and the justification for the Astronomy Teaching were organized and grouped in four categories of analysis, which indicate the nature of the justifications presented by the authors: Awakening of feelings and curiosities; Socio-historic-cultural relevance; World view and awareness expansion and Interdisciplinarity. In each category, related elements were grouped. By doing so, we could produce an articulation among the elements taken from different papers, matching them in a way that enabled us to obtain new inferences not individually present in any of the papers. Furthermore, when all the research was analyzed, it was also revealed that there were no papers that aimed at the investigation of the importance and justifications for Astronomy Teaching. It was still noticed that, in general, when researchers invoke the interdisciplinary character of Astronomy, they make it superficially. Since the researches do not show how they get the idea presented to the justifications for teaching Astronomy, some questions could have surfaced, such as: would it be possible to exist a kind of “common sense” for teaching and disseminating Astronomy that would make researchers understand Astronomy as a differential science? Would the "born interest" in Astronomy - pointed by some people - be something real? Does Astronomy really differ from other sciences?

  10. 22 CFR 63.7 - Grants to United States participants to consult, lecture, teach, engage in research, demonstrate...

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ..., lecture, teach, engage in research, demonstrate special skills, or engage in specialized programs. 63.7... United States participants to consult, lecture, teach, engage in research, demonstrate special skills, or... to consult, lecture, teach, engage in research, demonstrate special skills, or engage in specialized...

  11. 22 CFR 63.7 - Grants to United States participants to consult, lecture, teach, engage in research, demonstrate...

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ..., lecture, teach, engage in research, demonstrate special skills, or engage in specialized programs. 63.7... United States participants to consult, lecture, teach, engage in research, demonstrate special skills, or... to consult, lecture, teach, engage in research, demonstrate special skills, or engage in specialized...

  12. 22 CFR 63.7 - Grants to United States participants to consult, lecture, teach, engage in research, demonstrate...

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ..., lecture, teach, engage in research, demonstrate special skills, or engage in specialized programs. 63.7... United States participants to consult, lecture, teach, engage in research, demonstrate special skills, or... to consult, lecture, teach, engage in research, demonstrate special skills, or engage in specialized...

  13. 22 CFR 63.7 - Grants to United States participants to consult, lecture, teach, engage in research, demonstrate...

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ..., lecture, teach, engage in research, demonstrate special skills, or engage in specialized programs. 63.7... United States participants to consult, lecture, teach, engage in research, demonstrate special skills, or... to consult, lecture, teach, engage in research, demonstrate special skills, or engage in specialized...

  14. 22 CFR 63.7 - Grants to United States participants to consult, lecture, teach, engage in research, demonstrate...

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ..., lecture, teach, engage in research, demonstrate special skills, or engage in specialized programs. 63.7... United States participants to consult, lecture, teach, engage in research, demonstrate special skills, or... to consult, lecture, teach, engage in research, demonstrate special skills, or engage in specialized...

  15. Research Tasks on Identity in Language Learning and Teaching

    ERIC Educational Resources Information Center

    Norton, Bonny; De Costa, Peter I.

    2018-01-01

    The growing interest in identity and language education over the past two decades, coupled with increased interest in digital technology and transnationalism, has resulted in a rich body of work that has informed language learning, teaching, and research. To keep abreast of these developments in identity research, the authors propose a series of…

  16. The Role of Research on Science Teaching and Learning

    ERIC Educational Resources Information Center

    National Science Teachers Association (NJ1), 2010

    2010-01-01

    Research on science teaching and learning plays an important role in improving science literacy, a goal called for in the National Science Education Standards (NRC 1996) and supported by the National Science Teachers Association (NSTA 2003). NSTA promotes a research agenda that is focused on the goal of enhancing student learning through effective…

  17. Teaching and Learning Children's Human Rights: A Research Synthesis

    ERIC Educational Resources Information Center

    Brantefors, Lotta; Quennerstedt, Ann

    2016-01-01

    The study presented in this paper is a research synthesis examining how issues relating to the teaching and learning of children's human rights have been approached in educational research. Drawing theoretically on the European Didaktik tradition, the purpose of the paper is to map and synthesise the educational interest in children's rights…

  18. Learning to Support Learning Together: An Experience with the Soft Systems Methodology

    ERIC Educational Resources Information Center

    Sanchez, Adolfo; Mejia, Andres

    2008-01-01

    An action research approach called soft systems methodology (SSM) was used to foster organisational learning in a school regarding the role of the learning support department within the school and its relation with the normal teaching-learning activities. From an initial situation of lack of coordination as well as mutual misunderstanding and…

  19. A Triangulation Methodology in Research on Social Cultures.

    ERIC Educational Resources Information Center

    Owens, Robert G.; And Others

    The purpose of this research was to develop, test, and demonstrate a systematic methodology of triangulation. Triangulation is a technique used to establish credibility of data gathered in qualitative ways. Triangulated conclusions are more stable than any of the individual vantage points from which they were triangulated. Using a previous study…

  20. Para-Quantitative Methodology: Reclaiming Experimentalism in Educational Research

    ERIC Educational Resources Information Center

    Shabani Varaki, Bakhtiar; Floden, Robert E.; Javidi Kalatehjafarabadi, Tahereh

    2015-01-01

    This article focuses on the criticisms of current approaches in educational research methodology. It summarizes rationales for mixed methods and argues that the mixing quantitative paradigm and qualitative paradigm is problematic due to practical and philosophical arguments. It is also indicated that the current rise of mixed methods work has…

  1. Decolonizing Research in Postapartheid South Africa: The Politics of Methodology

    ERIC Educational Resources Information Center

    Ndimande, Bekisizwe S.

    2012-01-01

    This article emanates from an in-depth qualitative study that examined ideological beliefs among Indigenous parents regarding school desegregation and school "choice" policies in South Africa. The author discusses the politics of qualitative research design and methodology along two primary dimensions: decolonizing research and the…

  2. Situational Analysis for Complex Systems: Methodological Development in Public Health Research.

    PubMed

    Martin, Wanda; Pauly, Bernie; MacDonald, Marjorie

    2016-01-01

    Public health systems have suffered infrastructure losses worldwide. Strengthening public health systems requires not only good policies and programs, but also development of new research methodologies to support public health systems renewal. Our research team considers public health systems to be complex adaptive systems and as such new methods are necessary to generate knowledge about the process of implementing public health programs and services. Within our program of research, we have employed situational analysis as a method for studying complex adaptive systems in four distinct research studies on public health program implementation. The purpose of this paper is to demonstrate the use of situational analysis as a method for studying complex systems and highlight the need for further methodological development.

  3. Setting priorities for space research: An experiment in methodology

    NASA Technical Reports Server (NTRS)

    1995-01-01

    In 1989, the Space Studies Board created the Task Group on Priorities in Space Research to determine whether scientists should take a role in recommending priorities for long-term space research initiatives and, if so, to analyze the priority-setting problem in this context and develop a method by which such priorities could be established. After answering the first question in the affirmative in a previous report, the task group set out to accomplish the second task. The basic assumption in developing a priority-setting process is that a reasoned and structured approach for ordering competing initiatives will yield better results than other ways of proceeding. The task group proceeded from the principle that the central criterion for evaluating a research initiative must be its scientific merit -- the value of the initiative to the proposing discipline and to science generally. The group developed a two-stage methodology for priority setting and constructed a procedure and format to support the methodology. The first of two instruments developed was a standard format for structuring proposals for space research initiatives. The second instrument was a formal, semiquantitative appraisal procedure for evaluating competing proposals. This report makes available complete templates for the methodology, including the advocacy statement and evaluation forms, as well as an 11-step schema for a priority-setting process. From the beginning of its work, the task group was mindful that the issue of priority setting increasingly pervades all of federally supported science and that its work would have implications extending beyond space research. Thus, although the present report makes no recommendations for action by NASA or other government agencies, it provides the results of the task group's work for the use of others who may study priority-setting procedures or take up the challenge of implementing them in the future.

  4. Some Observations on the Relationships Between Research Productivity and Student Evaluations of Courses and Teaching.

    ERIC Educational Resources Information Center

    Stallings, William A.; Singhal, Sushila

    "Does the good researcher tend to be a good teacher, and vice versa?" University administrators contend that teaching and research are equally important, though students claim that researchers neglect teaching and professors claim that only their research efforts are rewarded. In this study, course and instructor evaluations were defined…

  5. Cognitive and Behavioral Components of Expertise in Teaching Physical Education.

    ERIC Educational Resources Information Center

    Dodds, Patt

    1994-01-01

    Synthesizes research on teaching expertise from physical education and other fields, offering two examples of expertise-related topics in physical education (the importance of personal performance skills and observational skills). The paper discusses cognitive, behavioral, and mixed indicators of expertise. Methodological problems in undertaking…

  6. Enhancing Student Learning of Research Methods through the Use of Undergraduate Teaching Assistants

    ERIC Educational Resources Information Center

    Crowe, Jessica; Ceresola, Ryan; Silva, Tony

    2014-01-01

    By using a quasi-experimental design, in this study, we test the effect of undergraduate teaching assistants on student learning. Data were collected from 170 students enrolled in four sections of a quantitative research methods course, two sections without undergraduate teaching assistants and two sections with undergraduate teaching assistants,…

  7. Quasi-Clinical Inquiry in Research on Classroom Teaching and Learning.

    ERIC Educational Resources Information Center

    Fisher, Charles W.; Berliner, David C.

    In this paper a broad perspective on the phenomenon of teaching and learning is presented. The complex dynamics of interaction between teacher, student, and educational researcher are explored. Conventional research in education is characterized as relying heavily on methods adopted from other types of research in such fields as agriculture and…

  8. Teaching Psychological Research Methods through a Pragmatic and Programmatic Approach

    ERIC Educational Resources Information Center

    Rosenkranz, Patrick; Fielden, Amy; Tzemou, Effy

    2014-01-01

    Research methods teaching in psychology is pivotal in preparing students for the transition from student as learner to independent practitioner. We took an action research approach to re-design, implement and evaluate a module guiding students through a programmatic and pragmatic research cycle. These revisions allow students to experience how…

  9. Investing in Teaching Development: Navigating Risk in a Research Intensive Institution

    ERIC Educational Resources Information Center

    Jawitz, Jeff; Perez, Teresa

    2016-01-01

    It is often assumed that academics working in a research intensive university are unlikely to invest in the professional development of their teaching. Institutional structures and culture tend to undermine investment in academics' teaching role. This study, conducted at the University of Cape Town, draws on an analysis of the environment within…

  10. Signature Concepts of Key Researchers in Higher Education Teaching and Learning

    ERIC Educational Resources Information Center

    Kandlbinder, Peter

    2013-01-01

    Early career university teachers often have limited experience of the higher education literature making it difficult for them to identify what ideas have become central to justifying what university teachers ought to be doing in higher education teaching and learning. A review of the research literature in journals focused on teaching and…

  11. Complexity Thinking and Methodology: The Potential of "Complex Case Study" for Educational Research

    ERIC Educational Resources Information Center

    Hetherington, Lindsay

    2013-01-01

    Complexity theories have in common perspectives that challenge linear methodologies and views of causality. In educational research, relatively little has been written explicitly exploring their implications for educational research methodology in general and case study in particular. In this paper, I offer a rationale for case study as a research…

  12. Moving Forward with Research-Enhanced Teaching: Perceptions of Undergraduate Students and Academic Staff

    ERIC Educational Resources Information Center

    Wuetherick, Brad

    2009-01-01

    This paper is presented in four different components: the first is how educators might conceptualise the integration of research, teaching and learning. The second and third points relate to student and staff perceptions of how they integrate research, teaching and learning, and the fourth is the influence of practice and policy on how they move…

  13. Dramatic Impact of Action Research of Arts-Based Teaching on At-Risk Students

    ERIC Educational Resources Information Center

    Li, Xin; Kenzy, Patty; Underwood, Lucy; Severson, Laura

    2015-01-01

    This study was presented at the American Educational Research Association 2012 conference in Vancouver, Canada. The study explored how action research of arts-based teaching (ABT) impacted at-risk students in three urban public schools in southern California, USA. ABT was defined as using arts, music, drama, and dance in teaching other subjects. A…

  14. Emergent Frameworks of Research Teaching and Learning in a Cohort-Based Doctoral Programme

    ERIC Educational Resources Information Center

    Samuel, Michael; Vithal, Renuka

    2011-01-01

    This article argues that alternate models of doctoral research teaching and learning pedagogy could address the challenge of under-productivity of doctoral graduands in the South African higher education system. Present literature tends not to focus on the models of research teaching and learning as a form of pedagogy. The article presents a case…

  15. Methodological Concerns in Experimental Reading Research: All That Glitters...

    ERIC Educational Resources Information Center

    Henk, William A.

    1987-01-01

    Describes the nature and consequences of liberally or improperly applying the traditional reading research methodology and provides an argument for tempering judgments about the relative contributions that experimental studies make to the professional literature in reading. (SKC)

  16. Challenges and Opportunities for Harmonizing Research Methodology: Raw Accelerometry.

    PubMed

    van Hees, Vincent T; Thaler-Kall, Kathrin; Wolf, Klaus-Hendrik; Brønd, Jan C; Bonomi, Alberto; Schulze, Mareike; Vigl, Matthäus; Morseth, Bente; Hopstock, Laila Arnesdatter; Gorzelniak, Lukas; Schulz, Holger; Brage, Søren; Horsch, Alexander

    2016-12-07

    Raw accelerometry is increasingly being used in physical activity research, but diversity in sensor design, attachment and signal processing challenges the comparability of research results. Therefore, efforts are needed to harmonize the methodology. In this article we reflect on how increased methodological harmonization may be achieved. The authors of this work convened for a two-day workshop (March 2014) themed on methodological harmonization of raw accelerometry. The discussions at the workshop were used as a basis for this review. Key stakeholders were identified as manufacturers, method developers, method users (application), publishers, and funders. To facilitate methodological harmonization in raw accelerometry the following action points were proposed: i) Manufacturers are encouraged to provide a detailed specification of their sensors, ii) Each fundamental step of algorithms for processing raw accelerometer data should be documented, and ideally also motivated, to facilitate interpretation and discussion, iii) Algorithm developers and method users should be open about uncertainties in the description of data and the uncertainty of the inference itself, iv) All new algorithms which are pitched as "ready for implementation" should be shared with the community to facilitate replication and ongoing evaluation by independent groups, and v) A dynamic interaction between method stakeholders should be encouraged to facilitate a well-informed harmonization process. The workshop led to the identification of a number of opportunities for harmonizing methodological practice. The discussion as well as the practical checklists proposed in this review should provide guidance for stakeholders on how to contribute to increased harmonization.

  17. What Makes Great Teaching? Review of the Underpinning Research

    ERIC Educational Resources Information Center

    Coe, Robert; Aloisi, Cesare; Higgins, Steve; Major, Lee Elliot

    2014-01-01

    This report reviews over 200 pieces of research to identify the elements of teaching with the strongest evidence of improving attainment. It finds some common practices can be harmful to learning and have no grounding in research. Specific practices which are supported by good evidence of their effectiveness are also examined and six key factors…

  18. A Research Experience Using Portfolios for Assessing College Teaching

    ERIC Educational Resources Information Center

    Cisneros-Cohernour, Edith J.; Stake, Robert E.

    2014-01-01

    In this article, we use the findings of a study conducted in a university in the southeast of Mexico to examine strengths and limitations of portfolios to assess formatively the quality of teaching. The research is part of the study: Model for the Development and Evaluation of Academic Competencies, involving researchers from six Mexican…

  19. Research with Children: Methodological Issues and Innovative Techniques

    ERIC Educational Resources Information Center

    Fargas-Malet, Montserrat; McSherry, Dominic; Larkin, Emma; Robinson, Clive

    2010-01-01

    In the past few decades, a growing body of literature examining children's perspectives on their own lives has developed within a variety of disciplines, such as sociology, psychology, anthropology and geography. This article provides a brief up-to-date examination of methodological and ethical issues that researchers may need to consider when…

  20. Finding a Voice through Research

    ERIC Educational Resources Information Center

    Lobo, Jose; Vizcaino, Alida

    2006-01-01

    One question guided this experimental study: What impact does the change from teacher training to educational research have on university teachers' methodology and attitudes to teaching? To find answers to this question, the researchers selected five teachers of English as a Foreign Language (EFL) at the language centre of a private university on…

  1. Six methodological steps to build medical data warehouses for research.

    PubMed

    Szirbik, N B; Pelletier, C; Chaussalet, T

    2006-09-01

    We propose a simple methodology for heterogeneous data collection and central repository-style database design in healthcare. Our method can be used with or without other software development frameworks, and we argue that its application can save a relevant amount of implementation effort. Also, we believe that the method can be used in other fields of research, especially those that have a strong interdisciplinary nature. The idea emerged during a healthcare research project, which consisted among others in grouping information from heterogeneous and distributed information sources. We developed this methodology by the lessons learned when we had to build a data repository, containing information about elderly patients flows in the UK's long-term care system (LTC). We explain thoroughly those aspects that influenced the methodology building. The methodology is defined by six steps, which can be aligned with various iterative development frameworks. We describe here the alignment of our methodology with the RUP (rational unified process) framework. The methodology emphasizes current trends, as early identification of critical requirements, data modelling, close and timely interaction with users and stakeholders, ontology building, quality management, and exception handling. Of a special interest is the ontological engineering aspect, which had the effects with the highest impact after the project. That is, it helped stakeholders to perform better collaborative negotiations that brought better solutions for the overall system investigated. An insight into the problems faced by others helps to lead the negotiators to win-win situations. We consider that this should be the social result of any project that collects data for better decision making that leads finally to enhanced global outcomes.

  2. Rabbit Trails, Ephemera, and Other Stories: Feminist Methodology and Collaborative Research.

    ERIC Educational Resources Information Center

    Burnett, Rebecca E.; Ewald, Helen Rothschild

    1994-01-01

    Explores the intersections between feminist methodology and collaborative research to identify flashpoints that might derail attempts at collaboration. Analyzes the personal experiences of the authors in four ongoing collaborative research groups. (HB)

  3. Meta-Analysis of Inquiry-Based Instruction Research

    NASA Astrophysics Data System (ADS)

    Hasanah, N.; Prasetyo, A. P. B.; Rudyatmi, E.

    2017-04-01

    Inquiry-based instruction in biology has been the focus of educational research conducted by Unnes biology department students in collaboration with their university supervisors. This study aimed to describe the methodological aspects, inquiry teaching methods critically, and to analyse the results claims, of the selected four student research reports, grounded in inquiry, based on the database of Unnes biology department 2014. Four experimental quantitative research of 16 were selected as research objects by purposive sampling technique. Data collected through documentation study was qualitatively analysed regarding methods used, quality of inquiry syntax, and finding claims. Findings showed that the student research was still the lack of relevant aspects of research methodology, namely in appropriate sampling procedures, limited validity tests of all research instruments, and the limited parametric statistic (t-test) not supported previously by data normality tests. Their consistent inquiry syntax supported the four mini-thesis claims that inquiry-based teaching influenced their dependent variables significantly. In other words, the findings indicated that positive claims of the research results were not fully supported by good research methods, and well-defined inquiry procedures implementation.

  4. 76 FR 40379 - New Proposed Collection; Comment Request; Study Logistic Formative Research Methodology Studies...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-07-08

    ...; Comment Request; Study Logistic Formative Research Methodology Studies for the National Children's Study... Collection Title: Study Logistics Formative Research Methodology Studies for the National Children's Study... national longitudinal study of environmental influences (including physical, chemical, biological, and...

  5. Methodological challenges when doing research that includes ethnic minorities: a scoping review.

    PubMed

    Morville, Anne-Le; Erlandsson, Lena-Karin

    2016-11-01

    There are challenging methodological issues in obtaining valid and reliable results on which to base occupational therapy interventions for ethnic minorities. The aim of this scoping review is to describe the methodological problems within occupational therapy research, when ethnic minorities are included. A thorough literature search yielded 21 articles obtained from the scientific databases PubMed, Cinahl, Web of Science and PsychInfo. Analysis followed Arksey and O'Malley's framework for scoping reviews, applying content analysis. The results showed methodological issues concerning the entire research process from defining and recruiting samples, the conceptual understanding, lack of appropriate instruments, data collection using interpreters to analyzing data. In order to avoid excluding the ethnic minorities from adequate occupational therapy research and interventions, development of methods for the entire research process is needed. It is a costly and time-consuming process, but the results will be valid and reliable, and therefore more applicable in clinical practice.

  6. Geography: research and teaching in nurse education.

    PubMed

    Andrews, Gavin J

    2006-10-01

    This paper outlines how geography might be integrated into nurse education. At one level, researching nurse education geographically could add to the current academic understanding of the many transitional places that make educational experiences and influence outcomes. At another level, as part of a nursing curriculum, teaching geographical concepts and issues to students might provide them with unique insights into core subjects.

  7. Language Teaching Methodology for the Nineties. Anthology Series 24.

    ERIC Educational Resources Information Center

    Anivan, Sarinee, Ed.

    Papers on issues in second language teaching included in this volume are: "After Methods, What?" (Theodore S. Rodgers); "An Eternal Triangle? Roles for Teacher, Learners, and Teaching Materials in a Communicative Approach" (Rod Bolitho); "Task, Group, and Task-Group Interactions" (Michael H. Long); "A System of…

  8. Trends in Doctoral Research on English Language Teaching in Turkey

    ERIC Educational Resources Information Center

    Özmen, Kemal Sinan; Cephe, Pasa Tevfik; Kinik, Betül

    2016-01-01

    This review examines the doctoral research in Turkey completed between 2010 and 2014 in the area of English language teaching and learning. All of the dissertations (N = 137) indexed in the National Theses Database have been included in order to analyze dissertations' subject areas, research paradigms/techniques, and research contexts as well as…

  9. Research-Led Teaching: Moving from a Fractured Engagement to a Marriage of Convenience

    ERIC Educational Resources Information Center

    Schapper, Jan; Mayson, Susan E.

    2010-01-01

    There are many reasons to develop closer links between research and teaching. To do this, we argue the need to move beyond university rhetoric that fractures the engagement of teaching with research and instead focus on the development of what is necessary to bring these two core academic activities closer together. Opening with a review of the…

  10. Building a teaching-research nexus in a research intensive university: rejuvenating the recruitment and training of the clinician scientist.

    PubMed

    Eley, Diann S; Wilkinson, David

    2015-02-01

    The continuing decline in clinician scientists is a global concern. This paper reports on a two-fold rationale to address this decline by increasing the number of students on a formal pathway to an academic research career, and building a 'teaching-research nexus' using the research intensive environment at our University. The University of Queensland has implemented a research intensive program, the Clinician Scientist Track (CST), for a select cohort of students to pursue a part time research Masters degree alongside their full time medical degree. To this end, the support of clinical academics and the research community was vital to achieve a 'teaching-research-clinical nexus' - most appropriate for nurturing future Clinician Scientists. In three years, the CST has 42 enrolled research Masters' students with the majority (90%) upgrading to a PhD. Research represents 33 different areas and over 25 research groups/centres across this University and internationally. Other research intensive institutions may similarly build their 'teaching-research nexus' by purposeful engagement between their medical school and research community. The CST offers a feasible opportunity for outstanding students to build their own 'field of dreams' through an early start to their research career while achieving a common goal of rejuvenating the ethos of the clinician scientist.

  11. An Exemplar for Teaching and Learning Qualitative Research

    ERIC Educational Resources Information Center

    Onwuegbuzie, Anthony J.; Leech, Nancy L.; Slate, John R.; Stark, Marcella; Sharma, Bipin; Frels, Rebecca; Harris, Kristin; Combs, Julie P.

    2012-01-01

    In this article, we outline a course wherein the instructors teach students how to conduct rigorous qualitative research. We discuss the four major distinct, but overlapping, phases of the course: conceptual/theoretical, technical, applied, and emergent scholar. Students write several qualitative reports, called qualitative notebooks, which…

  12. A Methodological Review of the Articles Published in "Georgia Educational Researcher" from 2003-2010

    ERIC Educational Resources Information Center

    Randolph, Justus J.; Griffin, Andrea E.; Zeiger, Samara R.; Falbe, Kristina N.; Freeman, Noreen A.; Taylor, Bridget E.; Westbrook, Amy F.; Lico, Cheryl C.; Starling, Cristy N.; Sprull, Nakiesha M.; Holt, Carolyn; Smith, Kristie; McAnespie, Hannah

    2011-01-01

    Methodological reviews, reviews that concentrate on research methods rather than research outcomes, have been used in a variety of fields to improve research practice, inform debate, and identify islands of practice. In this article, we report on the results of a methodological review of all of the articles published in "Georgia Educational…

  13. Two-thirds of methodological research remained unpublished after presentation at Cochrane Colloquia: an empirical analysis.

    PubMed

    Chapman, Sarah; Eisinga, Anne; Hopewell, Sally; Clarke, Mike

    2012-05-01

    To determine the extent to which abstracts of methodology research, initially presented at annual meetings of The Cochrane Collaboration, have been published as full reports and over what period of time. A secondary aim was to explore whether full publication varied in different methodological subject areas. The Cochrane Methodology Register (CMR) was searched for all abstracts reporting methodology research, presented at the 11 Cochrane Colloquia from 1997 to 2007. EMBASE, PubMed, and CMR were searched for full publications of the same research. We identified 908 eligible conference abstracts and found full publications for 312 (34.4%) of these, almost half of which (47.1%) had appeared by the end of the first year after the relevant Colloquium. The proportion of abstracts that had not been published by 3 years was 69.7%, falling to 66.2% at 5 years. Publication varied considerably between different methodological areas. Approximately two-thirds of methodological research studies presented at Cochrane Colloquia remain unpublished as full papers at least 5 years later. This highlights the importance of searching conference abstracts if one wishes to find as comprehensive and complete a sample of methodological research as possible. Crown Copyright © 2012. Published by Elsevier Inc. All rights reserved.

  14. Methodological Problems Encountered in the Review of Research in Science Teaching

    ERIC Educational Resources Information Center

    Lawlor, E. P.; Lawlor, F. X.

    1972-01-01

    Describes the difficulties encountered in selecting material to be included in the reviews of science education research in the Curtis Series'' published by the Columbia Teachers' College Press. Presents evidence outlining the weaknesses of using a jury'' to determine so-called superior research. (AL)

  15. PDTRT special section: Methodological issues in personality disorder research.

    PubMed

    Widiger, Thomas A

    2017-10-01

    Personality Disorders: Theory, Research, and Treatment includes a rolling, ongoing Special Section concerned with methodological issues in personality disorder research. This third edition of this series includes two articles. The first is by Brian Hicks, Angus Clark, and Emily Durbin: "Person-Centered Approaches in the Study of Personality Disorders." The second article is by Steve Balsis: "Item Response Theory Applications in Personality Disorder Research." Both articles should be excellent resources for future research and certainly manuscripts submitted to this journal that use these analytic tools. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  16. Learning among nursing faculty: insights from a participatory action research project about teaching international students.

    PubMed

    Del Fabbro, Letitia; Mitchell, Creina; Shaw, Julie

    2015-03-01

    It is imperative that nursing education addresses the issues arising from globalization. The adjustment challenges faced by international nursing students globally highlight the need to understand how nursing faculty experience and teach nursing classes with a mix of domestic and foreign students. This article reports on a participatory action research (PAR) study to examine and enhance the scholarly teaching of international nursing students. The overarching research question for this PAR was: How did participation in a PAR study contribute to shared learning and professional development of nursing faculty teaching international students? Five major themes were identified across the PAR: creating sharing spaces, recognizing and respecting diversity, developing and acknowledging teaching capabilities, utilizing precious time, and valuing the research. In summary, PAR was a useful approach to engage faculty in research by providing a process and a space to address concerns about the teaching and learning of international students. Copyright 2015, SLACK Incorporated.

  17. Exploring a pedagogical approach to integrating research, practice and teaching.

    PubMed

    Newton, Jennifer M; McKenna, Lisa G; Gilmour, Carole; Fawcett, Jacqueline

    2010-01-01

    Application of evidence is accepted as an important component of clinical practice. Teaching research to undergraduate students has been reported internationally as a challenge, particularly for nurse educators. In this paper, reported is a strategy designed to enhance research learning for undergraduate midwifery students at one university, which formed part of a larger, international investigation into women's responses to caesarean birth. Following theory classes and briefings, students worked with their clinical educators in practice to interview women using existing tools, and were engaged in qualitative data analysis. A number of challenges were encountered throughout the process, both for the educators and students. However, the teaching approach provided benefits for students in learning about midwifery research. Recommended as essential is for continued development of pedagogical approaches that make research tangible for students. Furthermore, provision of support for clinical staff working with students is important for success of such approaches.

  18. 22 CFR 63.6 - Assignment of United States Government employees to consult, lecture, teach, engage in research...

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... employees to consult, lecture, teach, engage in research, or demonstrate special skills. 63.6 Section 63.6... Government employees to consult, lecture, teach, engage in research, or demonstrate special skills. An..., teach, engage in research, or demonstrate special skills, may be entitled to any or all of the following...

  19. 22 CFR 63.6 - Assignment of United States Government employees to consult, lecture, teach, engage in research...

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... employees to consult, lecture, teach, engage in research, or demonstrate special skills. 63.6 Section 63.6... Government employees to consult, lecture, teach, engage in research, or demonstrate special skills. An..., teach, engage in research, or demonstrate special skills, may be entitled to any or all of the following...

  20. 22 CFR 63.6 - Assignment of United States Government employees to consult, lecture, teach, engage in research...

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... employees to consult, lecture, teach, engage in research, or demonstrate special skills. 63.6 Section 63.6... Government employees to consult, lecture, teach, engage in research, or demonstrate special skills. An..., teach, engage in research, or demonstrate special skills, may be entitled to any or all of the following...

  1. 22 CFR 63.6 - Assignment of United States Government employees to consult, lecture, teach, engage in research...

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... employees to consult, lecture, teach, engage in research, or demonstrate special skills. 63.6 Section 63.6... Government employees to consult, lecture, teach, engage in research, or demonstrate special skills. An..., teach, engage in research, or demonstrate special skills, may be entitled to any or all of the following...

  2. 22 CFR 63.6 - Assignment of United States Government employees to consult, lecture, teach, engage in research...

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... employees to consult, lecture, teach, engage in research, or demonstrate special skills. 63.6 Section 63.6... Government employees to consult, lecture, teach, engage in research, or demonstrate special skills. An..., teach, engage in research, or demonstrate special skills, may be entitled to any or all of the following...

  3. Annotated Bibliography of Research in the Teaching of English

    ERIC Educational Resources Information Center

    Beach, Richard; Bigelow, Martha; Brendler, Beth; Coffino, Kara; Dillon, Deborah; Frederick, Amy; Gabrielli, Michelle; Helman, Lori; Ngo, Bic; O'Brien, David; Rambow, Adam; Scharber, Cassie; Sethi, Jenna; Braaksma, Martine; Janssen, Tanja; Thein, Amanda Haertling; Liang, Lauren; Stornaiuolo, Amy

    2012-01-01

    This November issue of "Research in the Teaching of English" ("RTE") once again contains the Annual Annotated Bibliography of "RTE." This bibliography includes abstracts of selected empirical research studies as well as titles of other related studies and books published between summer 2011 and summer 2012. As was the case with the 2010 and 2011…

  4. Methodological issues in oral health research: intervention studies.

    PubMed

    O'Mullane, Denis; James, Patrice; Whelton, Helen; Parnell, Carmel

    2012-02-01

    To provide a broad overview of methodological issues in the design and evaluation of intervention studies in dental public health, with particular emphasis on explanatory trials, pragmatic trials and complex interventions. We present a narrative summary of selected publications from the literature outlining both historical and recent challenges in the design and evaluation of intervention studies and describe some recent tools that may help researchers to address these challenges. It is now recognised that few intervention studies in dental public health are purely explanatory or pragmatic. We describe the PRECIS tool which can be used by trialists to assess and display the position of their trial on a continuum between the extremes of explanatory and pragmatic trials. The tool aims to help trialists make design decisions that are in line with their stated aims. The increasingly complex nature of dental public health interventions presents particular design and evaluation challenges. The revised Medical Research Council (MRC) guidance for the development and evaluation of complex interventions which emphasises the importance of planning and process evaluation is a welcome development. We briefly describe the MRC guidance and outline some examples of complex interventions in the field of oral health. The role of observational studies in monitoring public health interventions when the conduct of RCTs is not appropriate or feasible is acknowledged. We describe the STROBE statement and outline the implications of the STROBE guidelines for dental public health. The methodological challenges in the design, conduct and reporting of intervention studies in oral health are considerable. The need to provide reliable evidence to support innovative new strategies in oral health policy is a major impetus in these fields. No doubt the 'Methodological Issues in Oral Health Research' group will have further opportunities to highlight this work. © 2012 John Wiley & Sons A/S.

  5. Reactor physics teaching and research in the Swiss nuclear engineering master

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Chawla, R.; Paul Scherrer Inst., CH-5232 Villigen PSI

    Since 2008, a Master of Science program in Nuclear Engineering (NE) has been running in Switzerland, thanks to the combined efforts of the country's key players in nuclear teaching and research, viz. the Swiss Federal Inst.s of Technology at Lausanne (EPFL) and at Zurich (ETHZ), the Paul Scherrer Inst. (PSI) at Villigen and the Swiss Nuclear Utilities (Swissnuclear). The present paper, while outlining the academic program as a whole, lays emphasis on the reactor physics teaching and research training accorded to the students in the framework of the developed curriculum. (authors)

  6. Managing Teaching and R&D: Diverging Views of Managers

    ERIC Educational Resources Information Center

    Kohtamaki, Vuokko

    2013-01-01

    Purpose: The purpose of this paper is to examine how the nature of management and leadership is related to the management and development of teaching and R&D (research and development) in higher education institutions. Design/methodology/approach: The nature of management and leadership is approached by consideration of transformational and…

  7. A Study on the Phenomenon of Collocations: Methodology of Teaching English and German Collocations to Russian Students

    ERIC Educational Resources Information Center

    Varlamova, Elena V.; Naciscione, Anita; Tulusina, Elena A.

    2016-01-01

    Relevance of the issue stated in the article is determined by the fact that there is a lack of research devoted to the methods of teaching English and German collocations. The aim of our work is to determine methods of teaching English and German collocations to Russian university students studying foreign languages through experimental testing.…

  8. [Methodology for clinical research in Orthodontics, the assets of the beOrtho website].

    PubMed

    Ruiz, Martial; Thibult, François

    2014-06-01

    The rules applying to the "evidence-based" methodology strongly influenced the clinical research in orthodontics. However, the implementation of clinical studies requires rigour, important statistical and methodological knowledge, as well as a reliable environment in order to compile and store the data obtained from research. We developed the project "beOrtho.com" (based on orthodontic evidence) in order to fill up the gap between our desire to drive clinical research and the necessity of methodological rigour in the exploitation of its results. BeOrtho website was created to answer the issue of sample recruitment, data compilation and storage, while providing help for the methodological design of clinical studies. It allows the development and monitoring of clinical studies, as well as the creation of databases. On the other hand, we designed an evaluation grid for clinical studies which helps developing systematic reviews. In order to illustrate our point, we tested a research protocol evaluating the interest of the mandibular advancement in the framework of Class II treatment. © EDP Sciences, SFODF, 2014.

  9. Learning to Teach Argumentation: Research and Development in the Science Classroom

    ERIC Educational Resources Information Center

    Simon, Shirley; Erduran, Sibel; Osborne, Jonathan

    2006-01-01

    The research reported in this study focuses on an investigation into the teaching of argumentation in secondary science classrooms. Over a 1-year period, a group of 12 teachers from schools in the greater London area attended a series of workshops to develop materials and strategies to support the teaching of argumentation in scientific contexts.…

  10. Critical Debates in Teaching Research Methods in the Social Sciences

    ERIC Educational Resources Information Center

    Gunn, Andrew

    2017-01-01

    This paper explores some of the critical debates in social science research methods education and is set out in three parts. The first section introduces the importance and relevance of research methods to the social sciences. It then outlines the problems and challenges experienced in the teaching and learning of research methods, which are…

  11. Research on Language Teaching and Learning in Austria (2004-2009)

    ERIC Educational Resources Information Center

    Dalton-Puffer, Christiane; Faistauer, Renate; Vetter, Eva

    2011-01-01

    This overview of six years of research on language learning and teaching in Austria covers a period of dynamic development in the field. While all the studies reviewed here illustrate research driven by a combination of local and global concerns and theoretical frameworks, some specific clusters of research interest emerge. The first of these…

  12. Simulation teaching method in Engineering Optics

    NASA Astrophysics Data System (ADS)

    Lu, Qieni; Wang, Yi; Li, Hongbin

    2017-08-01

    We here introduce a pedagogical method of theoretical simulation as one major means of the teaching process of "Engineering Optics" in course quality improvement action plan (Qc) in our school. Students, in groups of three to five, complete simulations of interference, diffraction, electromagnetism and polarization of light; each student is evaluated and scored in light of his performance in the interviews between the teacher and the student, and each student can opt to be interviewed many times until he is satisfied with his score and learning. After three years of Qc practice, the remarkable teaching and learning effect is obatined. Such theoretical simulation experiment is a very valuable teaching method worthwhile for physical optics which is highly theoretical and abstruse. This teaching methodology works well in training students as to how to ask questions and how to solve problems, which can also stimulate their interest in research learning and their initiative to develop their self-confidence and sense of innovation.

  13. Research-Teaching Linkages: Practice and Policy. Proceedings of the Third Annual Conference of the National Academy for the Integration of Research, Teaching and Learning (3rd, Dublin, Ireland, November 11-12, 2009)

    ERIC Educational Resources Information Center

    Murphy, Jennifer, Ed.; Griffin, Carrie, Ed.; Higgs, Bettie, Ed.

    2010-01-01

    The third annual conference of the National Academy for Integration of Research, Teaching and Learning (NAIRTL) was held at Trinity College Dublin on 11-12 November 2009, and was attended by over 300 delegates. The theme--"Research-Teaching Linkages: Practice and Policy"--was timely and generated some fascinating papers, workshops and…

  14. "Great Classroom Teaching" and More: Awards for Outstanding Teaching Evaluated

    ERIC Educational Resources Information Center

    Jackson, Michael

    2006-01-01

    Purpose: In this paper teaching excellence awards are evaluated, with an eye to improving them. Design/methodology/approach: Literature is reviewed and an analytic framework developed in Canada is modified to apply to the University of Sydney's Vice Chancellor Outstanding Teaching Award. Data come from 60 respondents familiar with the Sydney award…

  15. Methodological quality and scientific impact of quantitative nursing education research over 18 months.

    PubMed

    Yucha, Carolyn B; Schneider, Barbara St Pierre; Smyer, Tish; Kowalski, Susan; Stowers, Eva

    2011-01-01

    The methodological quality of nursing education research has not been rigorously studied. The purpose of this study was to evaluate the methodological quality and scientific impact of nursing education research reports. The methodological quality of 133 quantitative nursing education research articles published between July 2006 and December 2007 was evaluated using the Medical Education Research Study Quality Instrument (MERSQI).The mean (+/- SD) MERSQI score was 9.8 +/- 2.2. It correlated (p < .05) with several scientific impact indicators: citation counts from Scopus (r = .223), Google Scholar (r = .224), and journal impact factor (r = .216); it was not associated with Web of Science citation count, funding, or h Index. The similarities between this study's MERSQI ratings for nursing literature and those reported for the medical literature, coupled with the association with citation counts, suggest that the MERSQI is an appropriate instrument to evaluate the quality of nursing education research.

  16. Teaching Research Strategy: Resources for English 302 Instructors.

    ERIC Educational Resources Information Center

    Sonnemann, Gail J.; And Others

    This instructional package describes techniques that reference librarians at George Mason University (Virginia) have found to be successful and offers specific suggestions for the application of those techniques to teach research skills to students in English 302. The first of three major sections discusses the assessment of student library…

  17. Methodological Reporting in Qualitative, Quantitative, and Mixed Methods Health Services Research Articles

    PubMed Central

    Wisdom, Jennifer P; Cavaleri, Mary A; Onwuegbuzie, Anthony J; Green, Carla A

    2012-01-01

    Objectives Methodologically sound mixed methods research can improve our understanding of health services by providing a more comprehensive picture of health services than either method can alone. This study describes the frequency of mixed methods in published health services research and compares the presence of methodological components indicative of rigorous approaches across mixed methods, qualitative, and quantitative articles. Data Sources All empirical articles (n = 1,651) published between 2003 and 2007 from four top-ranked health services journals. Study Design All mixed methods articles (n = 47) and random samples of qualitative and quantitative articles were evaluated to identify reporting of key components indicating rigor for each method, based on accepted standards for evaluating the quality of research reports (e.g., use of p-values in quantitative reports, description of context in qualitative reports, and integration in mixed method reports). We used chi-square tests to evaluate differences between article types for each component. Principal Findings Mixed methods articles comprised 2.85 percent (n = 47) of empirical articles, quantitative articles 90.98 percent (n = 1,502), and qualitative articles 6.18 percent (n = 102). There was a statistically significant difference (χ2(1) = 12.20, p = .0005, Cramer's V = 0.09, odds ratio = 1.49 [95% confidence interval = 1,27, 1.74]) in the proportion of quantitative methodological components present in mixed methods compared to quantitative papers (21.94 versus 47.07 percent, respectively) but no statistically significant difference (χ2(1) = 0.02, p = .89, Cramer's V = 0.01) in the proportion of qualitative methodological components in mixed methods compared to qualitative papers (21.34 versus 25.47 percent, respectively). Conclusion Few published health services research articles use mixed methods. The frequency of key methodological components is variable. Suggestions are provided to increase the

  18. Enhancing Undergraduate Teaching and Research with a "Drosophila" Virginizing System

    ERIC Educational Resources Information Center

    Venema, Dennis R.

    2006-01-01

    Laboratory exercises using "Drosophila" crosses are an effective pedagogical method to complement traditional lecture and textbook presentations of genetics. Undergraduate thesis research is another common setting for using "Drosophila." A significant barrier to using "Drosophila" for undergraduate teaching or research is the time and skill…

  19. Combining qualitative and quantitative research within mixed method research designs: a methodological review.

    PubMed

    Östlund, Ulrika; Kidd, Lisa; Wengström, Yvonne; Rowa-Dewar, Neneh

    2011-03-01

    It has been argued that mixed methods research can be useful in nursing and health science because of the complexity of the phenomena studied. However, the integration of qualitative and quantitative approaches continues to be one of much debate and there is a need for a rigorous framework for designing and interpreting mixed methods research. This paper explores the analytical approaches (i.e. parallel, concurrent or sequential) used in mixed methods studies within healthcare and exemplifies the use of triangulation as a methodological metaphor for drawing inferences from qualitative and quantitative findings originating from such analyses. This review of the literature used systematic principles in searching CINAHL, Medline and PsycINFO for healthcare research studies which employed a mixed methods approach and were published in the English language between January 1999 and September 2009. In total, 168 studies were included in the results. Most studies originated in the United States of America (USA), the United Kingdom (UK) and Canada. The analytic approach most widely used was parallel data analysis. A number of studies used sequential data analysis; far fewer studies employed concurrent data analysis. Very few of these studies clearly articulated the purpose for using a mixed methods design. The use of the methodological metaphor of triangulation on convergent, complementary, and divergent results from mixed methods studies is exemplified and an example of developing theory from such data is provided. A trend for conducting parallel data analysis on quantitative and qualitative data in mixed methods healthcare research has been identified in the studies included in this review. Using triangulation as a methodological metaphor can facilitate the integration of qualitative and quantitative findings, help researchers to clarify their theoretical propositions and the basis of their results. This can offer a better understanding of the links between theory and

  20. A Study of Faculty Approaches to Teaching Undergraduate Physical Chemistry Courses

    NASA Astrophysics Data System (ADS)

    Mack, Michael Ryan

    Chemistry education researchers have not adequately studied teaching and learning experiences at all levels in the undergraduate chemistry curriculum leaving gaps in discipline-based STEM education communities understanding about how the upper- division curricula works (National Research Council, 2012b; Towns, 2013). This study explored faculty approaches to teaching in upper-division physical chemistry course settings using an interview-based methodology. Two conceptualizations of approaches to teaching emerged from a phenomenographic analysis of interview transcripts: (1) faculty beliefs about the purposes for teaching physical chemistry and (2) their conceptions of their role as an instructor in these course settings. Faculty who reported beliefs predominantly centered on helping students develop conceptual knowledge and problem-solving skills in physical chemistry often worked with didactic models of teaching, which emphasized the transfer of expert knowledge to students. When faculty expressed beliefs that were more inclusive of conceptual, epistemic, and social learning goals in science education they often described more student-centered models of teaching and learning, which put more responsibilities on them to facilitate students' interactive engagement with the material and peers during regularly scheduled class time. Knowledge of faculty thinking, as evinced in a rich description of their accounts of their experience, provides researchers and professional developers with useful information about the potential opportunities or barriers that exist for helping faculty align their beliefs and goals for teaching with research-based instructional strategies.