Political methodology without the politics: reshaping the methods course to focus on real-world content and skill building

2021 ◽  
pp. 82-95
Author(s):  
Amanda M. Rosen
Keyword(s):  
Real World ◽  
Methods Course ◽  
Political Methodology ◽  
Skill Building

Creating Disequilibrium

2019 ◽  
pp. 516-537
Author(s):  
Tisha Admire Duncan
Keyword(s):  
Service Learning ◽  
Social Studies ◽  
Real World ◽  
Course Design ◽  
Methods Course ◽  
Social Studies Methods ◽  
Learner Centered ◽  
Classroom Communities ◽  
The University ◽  
Constructivist Practices

The purpose of this chapter is to explore how intentional course design and instructional methods used during pre-service learning can build confidence in pre-service teachers, as well as prepare students for real-world experiences and the realities of what being a teacher in today's classroom entails. The chapter will critically examine frameworks used and, in addition, incorporate the perspectives and experiences of the university instructor and pre-service teachers participating in a social studies methods course applying constructivist practices and learner-centered instruction while also addressing the question, How can teachers learn to create effective classroom communities that engage learners in productive, rich, critically based, learning experiences?

Factorial Design: Binocular and Monocular Depth Perception in Vertical and Horizontal Stimuli

1989 ◽  
Vol 16 (2) ◽  
pp. 65-66 ◽  
Author(s):  
Dominic J. Zerbolio ◽  
James T. Walker
Keyword(s):  
Factorial Design ◽  
Real World ◽  
Depth Perception ◽  
Monocular Vision ◽  
Power Lines ◽  
Methods Course ◽  
Viewing Condition ◽  
Laboratory Exercise ◽  
Monocular Depth ◽  
Main Effects

This article describes a factorial experiment that is useful as a laboratory exercise in a research methods course. In the Howard–Dolman depth perception apparatus, two vertical rods are adjusted, using binocular or monocular vision, so they appear equidistant from the observer. The two rods can also be oriented horizontally, which allows a factorial design combining the factors of Viewing Condition (binocular and monocular) and Rod Orientation (vertical and horizontal). The exercise illustrates the nature of an interaction and the necessity of an additional analysis of simple main effects. It also provides a basis for understanding a perceptual problem in the real world—the difficulty of localizing horizontally extended stimuli such as power lines.

Integrating Program Assessment and a Career Focus into a Research Methods Course

2017 ◽  
Vol 45 (2) ◽  
pp. 131-141 ◽  
Author(s):  
Mary Scheuer Senter
Keyword(s):  
Research Methods ◽  
Job Search ◽  
Real World ◽  
Data Gathering ◽  
Program Assessment ◽  
Program Review ◽  
Methods Course ◽  
Assessment Data ◽  
Real World Data ◽  
Job Searching

Sociology research methods students in 2013 and 2016 implemented a series of “real world” data gathering activities that enhanced their learning while assisting the department with ongoing program assessment and program review. In addition to the explicit collection of program assessment data on both students’ development of sociological concepts and skills while undergraduates and alumni’s use of such knowledge after graduation, an effort was made throughout the semesters to highlight key research methods knowledge using examples that focused on job searching and careers appropriate for baccalaureate-trained sociologists. Students reported that these real-world activities both increased their interest in and their learning about research methods. These explicit and implicit experiences with an employment focus also led them to increase their own thinking about their eventual careers and preparing job search materials, such as résumés, that include skills developed in their undergraduate sociology courses.

scholarly journals Situated Learning and Methods Coursework in the Teaching of Literacy

1996 ◽  
Vol 28 (3) ◽  
pp. 379-403 ◽  
Author(s):  
James Mosenthal
Keyword(s):  
Situated Learning ◽  
Real World ◽  
Literacy Practices ◽  
Interview Data ◽  
Methods Course ◽  
Instructional Decisions ◽  
Good Teaching ◽  
Reading Group ◽  
Literacy Methods ◽  
Field Notes

This study investigates the learning of a preservice student, Penny, in a field-based, literacy methods course that I taught. At issue was the nature of Penny's situated learning. Using course products, field notes, and interview data, I analyzed Penny's work with a reading group in terms of episodes that she identified as salient in her term-long participation in a classroom. Findings indicated that what counted as Penny's situated learning was how she saw the use of certain literacy practices to be appropriate in the situation of her work, and how she saw her instructional decisions to be a means for achieving her emerging standards for good teaching. It was Penny's capacity to consider use, appropriateness, and purpose in a real-world context that was the strength of her situated learning.

Replications can cause distorted belief in scientific progress

2018 ◽  
Vol 41 ◽  
Author(s):  
Michał Białek
Keyword(s):  
Real World ◽  
Scientific Progress ◽  
The Public ◽  
Psychological Science

AbstractIf we want psychological science to have a meaningful real-world impact, it has to be trusted by the public. Scientific progress is noisy; accordingly, replications sometimes fail even for true findings. We need to communicate the acceptability of uncertainty to the public and our peers, to prevent psychology from being perceived as having nothing to say about reality.

Current Issues: Evidence-Based Practice for the Real World: Thoughts on Clinical Education in Communication Disorders

2010 ◽  
Vol 20 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Anne K. Bothe
Keyword(s):  
Clinical Education ◽  
Real World ◽  
Evidence Based Practice ◽  
Communication Disorders ◽  
University Faculty ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Basic Principles ◽  
The Real ◽  
Language Pathology

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.

Qualitative Case Study Research Design

2015 ◽  
Vol 25 (1) ◽  
pp. 39-45 ◽  
Author(s):  
Jennifer Tetnowski
Keyword(s):  
Research Design ◽  
Real World ◽  
Qualitative Case Study ◽  
Case Study Research ◽  
Study Research

Qualitative case study research can be a valuable tool for answering complex, real-world questions. This method is often misunderstood or neglected due to a lack of understanding by researchers and reviewers. This tutorial defines the characteristics of qualitative case study research and its application to a broader understanding of stuttering that cannot be defined through other methodologies. This article will describe ways that data can be collected and analyzed.

The Real-World Fellowship

2006 ◽  
Vol 40 (7) ◽  
pp. 47
Author(s):  
LEE SAVIO BEERS
Keyword(s):  
Real World ◽  
The Real
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