Comparison of Mentors’ and Mentees’ Perceptions of Mentees’ Research Skill Gains at The Citadel

This current study aimed to investigate MA students’ perspectives about the English as a foreign language (EFL) curriculum and methods of teaching program employed in the Department of Curriculum and Instruction at the Hashemite University. More specifically, the study attempted to explore the students’ perspectives of the program in terms of strengths and weaknesses. Data was collected through a questionnaire interview from 9 students who were about to finish their study. Findings showed that students highlighted the instructional and research-skill benefits for the program. They also revealed that the main weak points of the program were related to theory or theoretical orientation, statistics, the professor’s behavior, and research project. The findings can be valuable for teaching English as a foreign language (TEFL) syllabus designers, TEFL instructors, instructors of other subject areas, and researchers in higher education.

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The Research Skill Development Framework: A Lingua Franca for Undergraduate Research Collaborations

Council on Undergraduate Research Quarterly ◽

10.18833/curq/36/4/17 ◽

2016 ◽

Vol 36 (4) ◽

Author(s):

Anne Gerbensky-Kerber ◽

◽

Sylvia Tiala ◽

Kitrina Carlson

Keyword(s):

Undergraduate Research ◽

Skill Development ◽

Research Skill ◽

Lingua Franca ◽

Research Collaborations ◽

Development Framework

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PhD prepared: research skill development across the undergraduate years

International Journal for Researcher Development ◽

10.1108/ijrd-07-2015-0018 ◽

2016 ◽

Vol 7 (1) ◽

pp. 63-83 ◽

Cited By ~ 8

Author(s):

John Willison ◽

Femke Buisman-Pijlman

Keyword(s):

Academic Staff ◽

Skill Development ◽

Research Capacity ◽

Developed Countries ◽

Health Science ◽

Research Skill ◽

Content Type ◽

Degree Programme ◽

Undergraduate Study ◽

Development Framework

Purpose Many countries are looking for ways to enable students to engage more effectively with PhD study. This paper aims to consider the effects of explicit discipline-specific research skill development embedded in multiple semesters of an undergraduate degree on PhD preparedness. Design/methodology/approach This case study of one Bachelor of Health Science programme determined the effectiveness of the implementation of a conceptual model, the Researcher Skill Development framework, across the undergraduate degree programme. Data were gathered through interviews of 9 academic staff and 14 students in their fourth year of undergraduate study, which is a research-focused year. Findings All students and academics stated the benefits of the use of the Researcher Skill Development framework in undergraduate study including: deepening metacognition of research processes; assisting students toward acting and thinking like researchers; and the research-capacity building of the school. While all academics and all but one student recommended that the framework be used early in the degree programme, a number of interviewees specified problems with the existing implementation of the framework. Research limitations/implications While the results are not generalisable, the approach is worth studying in other degree programme-wide contexts to determine its broader capacity to enable students to be more research ready for PhD study when compared to current practice. Practical implications When adapted to the context, whole-of-degree research skill development may enable developing countries to have more students and developed countries to better prepared students commencing PhD studies. Originality/value No studies currently provide results for explicit research skill development across a degree programme, or of the benefits of this approach for PhD preparation.

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Teacher Professional Development in Research Skill of Teacher in Non-Formal Education Center, Lampang, Thailand

Journal of Education and Learning ◽

10.5539/jel.v11n1p125 ◽

2021 ◽

Vol 11 (1) ◽

pp. 125

Author(s):

Pongwat Fongkanta ◽

Fisik Sean Buakanok ◽

Ammaret Netasit ◽

Suwannee Kruaphung

Keyword(s):

Action Research ◽

Formal Education ◽

Posttest Score ◽

Wilcoxon Test ◽

Pairwise Comparisons ◽

Pretest Score ◽

Research Skill ◽

Skill Scores ◽

Teacher Professional ◽

Research Questions

The educational policy will be developing strong human competency in which teachers’ research skill was one of most competency standards. This study introduces teachers’ research skill development through the Wlodkowski’s motivational approach and coaching and to study the teachers’ attitude toward action research. This study also examines the struggles and problem of doing action research. Participants included 12 teachers who are in the non-formal education center, Lampang, Thailand. The Wlodkowski’s motivational approach and coaching were used to develop teachers’ research skill. Data was collected by using the research skill inventory (RSI) and the research attitude toward inventory (RATI) which struggle and problems of doing action research questions. Descriptive statistics were used to analyze teachers’ research skill and teachers’ attitude toward. Friedman test and Wilcoxon test were conducted to evaluate median differences among the reseach skills and created pairwise comparisons. Content analysis was used to analyze the struggles and problem of doing action research. Results revealed that in-service teachers’ research skills increased in all domains. Teachers’ research skill scores after received treatment were significantly greater than the teachers’ research skill scores before received treatment, z = -3.07, p = .002. The posttest score of teachers’ attitudes toward was significantly greater than pretest score, z = -3.08, p = .001. Teachers struggled with how to conduct research and who could help them.

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Frameworks and freedoms: Supervising research learning and the undergraduate dissertation

Journal of University Teaching and Learning Practice ◽

10.53761/1.15.4.2 ◽

2018 ◽

Vol 15 (4) ◽

pp. 17-31

Author(s):

Gina Wisker ◽

Keyword(s):

Undergraduate Student ◽

Undergraduate Research ◽

Skill Development ◽

Current Debate ◽

Research Skill ◽

Student Research ◽

Construction Of Knowledge ◽

Student Researchers

Much current debate about undergraduate student research involves a focus on ‘students as partners’ and co-constructors of knowledge (Healey, Flint & Harrington 2014, 2016). This debate reveals interesting tensions between student freedom and the role of structuring frameworks. Undergraduate lecturers and research supervisors might feel we are in a quandary concerning how far we can help manage a balance between supportive frameworks and the independence that student researchers need to develop. Will the use of the Research Skill Development (Willison & O’Regan, 2006/2018) framework and other frameworks at every step of the undergraduate research journey form a constraint, or an essential scaffold? This paper considers frameworks, scaffolds and the need for freedom and creative co-construction of knowledge to enable successful undergraduate research within the context of final year research and writing at undergraduate third year (UK), honours (Australia) or senior/fourth year (US and Canada).

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