scholarly journals Teaching Qualitative Research Methods through Service-Learning

2014 ◽  
Author(s):  
Krisanna Machtmes ◽  
Earl Johnson ◽  
Janet Fox ◽  
Mary Burke ◽  
Jeannie Harper ◽  
...  
Keyword(s):  
Qualitative Research ◽  
Service Learning ◽  
Research Methods ◽  
Crisis Intervention ◽  
Qualitative Research Methods ◽  
Methods Course ◽  
Research Skills ◽  
Voluntary Service ◽  
Crisis Hotline

This paper is the result of a voluntary service-learning component in a qualitative research methods course. For this course, the service-learning project was the evaluation of the benefits to volunteers whom work a crisis hotline for a local crisis intervention center. The service-learning course model used in this paper most closely resembles the problem-based service-learning course model where students work as consultants. This paper focuses on the processes involved and the benefits to students in improving their qualitative research skills through the service-learning project.

scholarly journals DIAGNOSA KETERAMPILAN MENGAJAR GURU PAI PADA MATERI YANG DIANGGAP TABU DI SDIT AL-FIRDAUS BANJARMASIN

2021 ◽  
Vol 7 (1) ◽  
pp. 78
Author(s):  
Nuriyadin Nuriyadin ◽  
Abdullah Husein
Keyword(s):  
Qualitative Research ◽  
Elementary School ◽  
Research Methods ◽  
Elementary School Students ◽  
Qualitative Research Methods ◽  
School Students ◽  
Research Skills ◽  
Special Skill ◽  
Descriptive Qualitative

Fiqh material requires a special skill for an educator in delivering it, let alone intersect with the problem of delivering material that considered taboo by both educators and students. Like delivering material about the purification of the big hadas (Mandi Junub), also conveyed the material of the request prayer, and fasting (Haid, Nifas Jimak). The skills of a teacher are needed in order to convey taboo material in Fiqh to level students elementary school in proportion. This article aims to analyze the skills of an educator in delivering Fiqh material which is taboo provide understanding to elementary school students. This article will studied using descriptive qualitative research methods by going directly to the field searches for data and narrates the data with a theory that concerned. The results of this study educators need special skills in teaching in order to be able to convey Fiqh material that is considered taboo to level students elementary school properly and in proportion. Conclusions from this research skills delivering Fiqh material from educators can provide understanding to participants educate on Fiqh material which is considered taboo

scholarly journals "Every Word is True": Stories of our Experiences in a Qualitative Research Course

2014 ◽  
Author(s):  
Janet Richards
Keyword(s):  
Qualitative Research ◽  
Doctoral Students ◽  
Research Methods ◽  
Qualitative Research Methods ◽  
Methods Course ◽  
Shared Stories ◽  
Narrative Framework ◽  
E Mail

There is a sparse body of literature about students' and instructors' experiences in graduate qualitative courses. In this study, 11 doctoral students and one instructor employed a narrative framework to uncover our perceived truths about our experiences as we interacted, studied, pondered, and journeyed through a qualitative research methods course. Data were my chronologically ordered notes documenting my thinking and perceptions about my students and me and the doctoral students' chronologically ordered e-mail stories to their peers and to me. The inquiry illuminated the doctoral students' growth as researchers and highlighted the power of shared stories. Our narratives captured our lives, and illuminated our joys, worries, intentions, and beliefs.

scholarly journals Learning Experiences of Pre-Service Teachers and the Lecturer’s Role in a Qualitative Research Methods Course

2019 ◽  
Author(s):  
Liora Nutov
Keyword(s):  
Qualitative Research ◽  
Research Methods ◽  
Research Method ◽  
Design Research ◽  
Learning Experiences ◽  
Qualitative Research Methods ◽  
Methods Course ◽  
Student Experiences ◽  
Motivation For Learning

Instructors involved in teacher education believe that the language and skills required for qualitative research methods (QRM) provide teachers with the expertise needed for lifelong learning. In this research, I explore the learning experiences of pre-service teachers in a QRM course and examine the role of the lecturer in designing these experiences. I chose the design research method (Kali, Levin-Peled, & Dori, 2009; Wang & Hannafin, 2005) and collected data from 71 students over three academic years. Data analysis uncovered three types of student experiences: motivation for learning, mediation of learning, and meaningful learning – all of which are supported by the lecturer.

scholarly journals Owning my thoughts was difficult: Encouraging students to read and write critically in a tertiary qualitative research methods course

2016 ◽  
Vol 13 (1) ◽  
pp. 118-136
Author(s):  
Janine L. Wiles ◽  
◽  
Ruth E S Allen ◽  
Rachael Butler ◽  
Keyword(s):  
Qualitative Research ◽  
Research Methods ◽  
Learning Strategy ◽  
Learning Experience ◽  
Writing Skills ◽  
Qualitative Research Methods ◽  
Methods Course ◽  
Postgraduate Students ◽  
Effective Learning ◽  
Research Students

This paper adds to the nascent literature on teaching research methods and what students learn from courses and assessment. Postgraduate students are often confronted with large amounts of reading, and the content of material can be intimidating. Convincing them also to engage critically with readings is even more difficult. We report on a successful strategy used to help postgraduate students in a qualitative research methods course develop the skills to read efficiently and critically. We outline the synopsis method and report on an evaluation of students’ experiences of it as an assessment and learning tool. Evaluation showed that students saw their learning experience as challenging and rewarding and could articulate how the synopsis method was useful for specific reading/writing skills, critical engagement and reflexivity, content knowledge, and motivation. We were surprised students found it novel to be asked to question or critique ‘published’ papers and articulate subjective reflections on them. Our evaluation shows that the synopsis method is an effective learning strategy to improve students’ critical reading and writing skills. We argue that in learning the craft of qualitative research, students must understand not only how to summarise and critique but must also master the skill of articulating personal, reflexive responses.

Scaffolding Learning for Practitioner-Scholars: The Philosophy and Design of a Qualitative Research Methods Course

2016 ◽  
Vol 12 (1) ◽  
pp. 51-71 ◽  
Author(s):  
Julie Slayton ◽  
Artineh Samkian
Keyword(s):  
Qualitative Research ◽  
Reflective Practice ◽  
Research Methods ◽  
Qualitative Research Methods ◽  
Methods Course ◽  
Independent Research ◽  
Short And Long Term ◽  
Instructor's Guide ◽  
Scaffolding Learning

We present our approach to a qualitative research methods course to prepare practitioner-scholars for their dissertation and independent research. We explain how an instructor’s guide provides consistency and rigor, and in-class activities to scaffold learning, and helps faculty connect the content to students’ out-of-school lives. We explain how reflection is used to develop students’ reflective practice and enable us to improve the course in both the short and long term. We argue the necessity of having tools that ensure our teaching philosophy translates into a consistent curriculum and instructional approach, maximizing the chances that faculty facilitate our students’ development into practitioner-scholars.

scholarly journals Teaching and Learning Qualitative Research ≈ Conducting Qualitative Research

2014 ◽  
Author(s):  
Orit Hazzan ◽  
Liora Nutov
Keyword(s):  
Qualitative Research ◽  
Research Methods ◽  
Teaching And Learning ◽  
Qualitative Research Methods ◽  
Methods Course ◽  
Graduate Course ◽  
Online Student

This paper presents a teaching framework for a graduate course on Qualitative Research Methods course. The organizing concept of the teaching framework is that teaching and learning qualitative research are similar in essence to conducting qualitative research. The teaching framework is based on ten principles of teaching and learning qualitative research methods that result from the application of ten principles of conducting qualitative research. In other words, teaching and learning a course that deals with qualitative research implements the principles of such research. The teaching framework was constructed during a reflective research that lasted four years. During the course of the study, the researchers-lecturers collected and analyzed various course assignments performed by 62 students, online student discussions, observations made during class, interviews, and occasional conversations with students. The study contributes to research on the pedagogy of research methods in general and of qualitative research methods in particular.

scholarly journals A Lighthouse in the Sea of Qualitative Textbooks: A Book Review of Kakali Bhattacharya’s Fundamentals of Qualitative Research—A Practical Guide

2019 ◽  
Author(s):  
Joshua Adams
Keyword(s):  
Qualitative Research ◽  
Criminal Justice ◽  
Best Practices ◽  
Research Methods ◽  
Qualitative Research Methods ◽  
Qualitative Inquiry ◽  
Methods Course ◽  
Doctoral Graduate ◽  
Pedagogical Literature

Kakali Bhattacharya (2017) effortlessly advances the pedagogical literature on qualitative research. As a scholar-practitioner of the field of criminal justice, a recent doctoral graduate, and a qualitative methodologist, reading this book allowed me to reflect on my strengths and weaknesses in conducting qualitative inquiry. This review presents the primary intent of the book, which is to be a supplemental text for an introductory qualitative research methods course. Bhattacharya (2017) offers a succinct and straightforward recipe to improve one’s understanding of qualitative research methods, as well as provides best practices while doing so. This book is the perfect roadmap for the instructor who is asked to facilitate his or her first qualitative research methods course to follow or for a student to supplement their course text.

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