Información General

• Autores: Melanie Nind (ed. lit.)
• Editores: Edward Elgar
• Año de publicación: 2023
• País: Reino Unido
• Idioma: inglés
• ISBN: 978 1 80088 426 7
• Texto completo no disponible (Saber más ...)

Resumen

• This comprehensive Handbook illustrates the wide range of approaches to teaching and learning social research methods in the classroom, online, in the field and in informal contexts. Bringing together contributors from varied disciplines and nations, it represents a landmark in the development of pedagogical culture for social research methods.

  Spanning qualitative, quantitative and mixed methods research, this Handbook covers all aspects of teaching and learning, from introductory research methods courses to post-doctoral learning. Offering practical guidance, research evidence and reflective insights, it addresses some of the biggest challenges facing teachers and learners. It further advances ongoing debates, such as facilitating experiential learning online, supporting the development of reflexivity, embedding quantitative methods learning in university programmes and challenging orthodoxies with feminist, anti-racist, and decolonising pedagogies.

  This Handbook will be an invaluable resource for teachers of research methods across the social sciences, and for research methods training organisations looking to improve their courses. Researchers and students of pedagogy in higher education will also find it an enlightening read.

Otros catálogos

• Red de Bibliotecas Universitarias (REBIUN)

Listado de artículos

• • Putting pedagogic models to work inresearch methods education

    Melanie Nind

    pág. 1

    

  • TEACHING AND LEARNING SOCIAL RESEARCH METHODS IN THE CLASSROOM

    • Research literacy and the relationship between research and teaching:: the case of research about teaching about research

      Martyn Hammersley

      pág. 15

      

    • Feminist pedagogies:: careful(l) ethics in teaching qualitative research methods

      Kelly W . Guyotte, Stephanie Anne Shelton, Maureen A. Flint

      pág. 27

      

    • Facilitating learners’ reflexive thinking in qualitative research courses

      Amy Orange

      pág. 39

      

    • Pedagogies for collaborative qualitative research

      Thalia M. Mulvihill, Raji Swaminathan

      pág. 51

      

    • Enhancing the teaching of qualitative methods:: teaching the ‘breadthand depth method’ for analysis of ‘big qual’

      Sarah Lewthwaite, Lynn Jamieson, Emma Davidson, Rosalind Edwards, Melanie Nind, Susie Weller

      pág. 67

      

    • Teaching mixed methods research to address diverse learners’ needs:: pedagogical strategies and adaptations

      Natalia V. Ivanikova, Vicki L. Plano Clark

      pág. 86

      

    • Teaching mixed methods using an open-space learning approach

      Rebecca Johnson, Marie Murphy

      pág. 107

      

    • Active learning, constructive alignment, and research methods:: toward a programme level approach

      Tom Clark, Liam Foster

      pág. 120

      

    • Post-philosophies inspire the teaching/learning of qualitative inquiry

      Candace R. Kuby

      pág. 135

      

    • Shaping researcher learning through scribbles:: embodied pedagogical practices in classroom inquiry

      David Higgins, Ali Rostron

      pág. 151

      

    • Teaching and learning social research methods in social work: challenges and benefits of experiential and applied learning contexts

      Sandra Lopes, Sandra Saúde

      pág. 167

      

    • Teaching the art of qualitative research interviewing:: a developmental approach

      Kathryn Roulston, Brigette A. Herron

      pág. 184

      

    • What are we teaching for? Humility and responsibility in social scienceresearch

      Jennifer R. Wolgemuth, Yi Hsin Chen, Liliana Rodríguez Campos, John Ferron, Eunsook Kim, Robert F. Dedrick, David Lamb

      pág. 200

      

  • TEACHING AND LEARNING SOCIAL RESEARCH METHODS ONLINE

    • Using intentionality to frame how we teach research methods online

      Cheryl Hunter, Tamara Hoffer, Joshua Hunter

      pág. 216

      

    • Experiential pedagogies in the online space

      Nicole Brown, Helen Butcher, Belén Febres Cordero, Chuying (Trista) Wu

      pág. 228

      

    • Back to the basics: teaching research online in the time of the Covid-19pandemic

      Maja Miskovic, Jamie A. Kowalczyk

      pág. 242

      

    • No choice’ but remote learning:: non-traditional students making senseof social research methods

      Rossana Perez del Aguila, Heather Allison, Naveed Kazmi

      pág. 257

      

    • The use of online materials to support the development of quantitative skills

      Steve Cook, Duncan Watson

      pág. 274

      

    • Teaching and learning research methods and statistics in eLearningenvironments pre-, during, and post-pandemic

      Adam J. Rock, Kyle A. Grice, Natasha M. Loi, Einar B. Thorsteinsson, Methuen I. Morgan

      pág. 287

      

    • “Mixing” traditional and non-traditional online technologies to build community in an online mixed methods research methods course

      Jori N. Hall, Sara Campbell

      pág. 301

      

    • Integrating the online teaching of qualitative analysis methods andtechnologies:: challenges, solutions and opportunities

      Christina Silver, Sarah L. Bulloch, Michelle Salmona, Nicholas W. Woolf

      pág. 318

      

    • Teaching research methods online:: informal or semi-formal professional development

      Janet Salmons, Andy Nobes, Nicola Pallitt

      pág. 334

      

  • TEACHING AND LEARNING SOCIAL RESEARCH METHODS IN THE FIELD AND OTHER CONTEXTS

    • An analysis of doctoral supervision as pedagogic practice in socialscience and the role of social research methods in supervision

      Rosemary Deem, Sally Barnes

      pág. 353

      

    • Pedagogical approaches in inclusive research

      Edurne García Iriarte, María Pallisera i Díaz, Judit Fullana Noell, Brian Donohoe, Kathleen McMeel, Marc Crespo Brugues

      pág. 368

      

    • Research methods learning in temporary online communities during Covid-19

      Andy Coverdale, Melanie Nind, Robert Meckin

      pág. 383

      

    • Understanding research methods textbooks:: pedagogy, production and practice

      Patrick Brindle, Sarah Lewthwaite

      pág. 397

      

    • Rethinking safeguarding: an opportunity to establish a decolonialteaching framework for social research practice

      Leona Vaughn

      pág. 413

      

    • Managing distance when teaching, learning, and doing oral history:: a case study from Vietnam

      Siobhan Warrington, Laura Beckwith, Hue Nguyen, Graham Smith, Lan Nguyen, Thuy Mai Thi Minh, Chamithri Greru, Tanh Nguyen, Oliver Hensengerth, Pam Woolner, Matt Baillie Smith

      pág. 428