Empowering Students as Self-Directed Learners of Qualitative Research Methods

Transformational Practices for Instructors and Students
Erscheinungsjahr 2019
ISBN: 978-90-04-41954-4
Verlag: Brill

Buch, Englisch, 224 Seiten, Format (B × H): 152 mm x 231 mm, Gewicht: 340 g

Qualitative research instructors seek information to help students actively engage in qualitative inquiry. They desire to learn about innovative, constructivist approaches that connect and empower students as a community of learners. Empowering Students as Self-Directed Learners of Qualitative Research Methods meets these needs with practices and approaches instructors may use to position students as active, empowered, self-directed learners who learn to do qualitative research by doing qualitative research.

Students will find this book useful because it includes authentic student work, student reflections, factual classroom scenarios depicting professors guiding students as they devise research questions and determine the qualitative genre to best answer those questions as well as a chapter that includes a checklist to help students plan, revise, and edit the academic writing critical for communicating qualitative research.

The book blends the thoughts of international scholars with the voices of students of qualitative research methods who participated in the transformative practices described in the book. The collective ideas meet the instructional, cultural, and psychological needs of diverse learners, including students from various disciplines, exceptionally able students, those with creative and artistic aptitudes, those from marginalized populations, English language learners, and those who struggle to master qualitative research methods.

Contributors are: Christy Bebeau, Alisha Braun, Franz Breuer, Suzanne Franco, Anna Gonzalez-Pliss, Steven Haberlin, Alfredo Jornet, Yew Jin Lee, Erin Lunday, Janet Richards, Wolff-Michael Roth, Kia Sarnoff, Margrit Schreier, and William Thomas.

Autoren/Hrsg.

Weitere Mitwirkende

Richards, Janet C.

Roth, Wolff-Michael

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Hochschuldidaktik
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Vergleichende und Empirische Bildungsforschung

Inhaltsverzeichnis

List of Figures and Tables

Notes on Contributors

1 Introduction

Janet C. Richards and Wolff-Michael Roth

PART 1: Teaching for Empowerment

Introduction to Part 1

Janet C. Richards and Wolff-Michael Roth

2 Empowering Students of Qualitative Research to Take Charge of Their Academic Writing

Janet C. Richards

3 A Mindfulness-based Approach to Teaching Qualitative Research Methods

Margrit Schreier

4 Empowerment through Understanding the Interaction between Philosophical Stance (Positionality) and Qualitative Research

Suzanne Franco and Erin B. Lunday

5 An Inaugural Interviewing Course: Promoting Continuous Reflexivity, Balancing Theory and Skills, Building a Community of Learners

Anna Gonzalez-Pliss and Alisha M. B. Braun

PART 2: Experiencing Empowerment

Introduction to Part 2

Janet C. Richards and Wolff-Michael Roth

6 From Opportunities to Realities: On Being Empowered through Active Learning in Educational Research

Yew-Jin Lee

7 A Framework for Niching Scholarship and Expanding Competency in Arts-based Research

Steve Haberlin

8 Transmediation of Qualitative Text Information: Encouraging Students to Employ Special Aptitudes and Talents

Kia Sarnoff

9 Simulations as a Teaching Method

Christy Bebeau

10 How Andragogy Principles of Teaching Empowered Me: The Perspective of a High-Achieving Nontraditional Black Male Student

William D. Thomas

PART 3: Empowerment beyond Schooling

Introduction to Part 3

Janet C. Richards and Wolff-Michael Roth

11 Empowerment through Apprenticeship in the Teaching of Research Methods

Wolff-Michael Roth

12 Living the Praxis of Method, or How I Learned Letting Worldly Practices Organize My Professional Gaze as Scholar

Alfredo Jornet

13 Adoption and Long-Term Personal Effects of Reflexive Grounded Theory

Franz Breuer

Index

Über Autor(innen)

Janet C. Richards is Professor of Literacy and Qualitative Research at the University of South Florida, and Senior Editor of Literacy Practice and Research. She was a USAID Literacy Scholar and a Lansdowne Visiting Scholar at the University of Victoria.

Wolff-Michael Roth is Lansdowne Professor of Applied Cognitive Science in the Faculty of Education at the University of Victoria. He investigates knowing and learning across the lifespan.