Methodology Course Research Articles

Relação dialógica entre direitos humanos e direitos humanitários: demanda histórica da pobreza infantil

The text addresses the necessary dialogical relationship between the fields of human rights and humanitarian rights, which translates unresolved and aggravated historical demand in the current world scenario. The aggravation of contemporary risk factors, both in evidently dangerous contexts, such as territories at war, areas affected by natural disasters, endemic diseases and pandemics, to which extreme poverty is added, require humanitarian attention and protection. However, in these and other circumstances, there are always groups that are more vulnerable than others, whose human rights are violated and for whom intersectoral actions to guarantee human rights need to be strengthened. The study was developed through a methodological course of narrative review, a study integrating bibliographic and documentals sources, in the analysis of the cut of three characterizers: child poverty, human rights and humanitarian situation.

Nursing Students’ Experiences of Havruta Learning in an Online Research Methodology Course

Background: This study explored students’ experiences of Havruta learning in an online research methodology course and identified ways to improve course quality. Method: Participants were 168 nursing students who enrolled in a research methodology course in 2020, and their responses to open-ended questions collected after the Havruta learning sessions were analyzed using qualitative content analysis. Results: Havruta learning had a positive effect on academic achievement, including the development of self-directed learning attitudes, and strengthened basic skills for evidence-based practice (EBP), such as critical thinking, communication, and collaboration, as well as EBP competency. Additionally, areas of improvement related to the instructional design, orientation, and class content of the course were identified. Conclusion: Havruta Learning can be used as an effective teaching and learning method to cultivate the core competencies required by university students. Moreover, continuous course quality improvement activities are required to improve students’ satisfaction and academic achievement.

Measuring employee empowering and ownership under accountability pressure: the case of J&J Industries

Research Methodology Data used to develop the case included primary data from employees and supervisors of a commercial floorcovering manufacturing plant in Northwest Georgia. The case company is not disguised. The survey was developed using existing instruments from the Organizational Behavior and Human Resources Literature. Instruments were listed in Exhibits 2 through 7. The survey administration had the support of the Vice President for Resources and Facilities, and employees and their supervisors were given time to complete the surveys. The data gathered was analyzed by the researcher using SPSS statistical software. Case overview/synopsis Established in 1957, J&J started as a family-owned business but had grown and diversified its product offerings by focusing on commercial flooring. It survived several economic downturns and remained competitive in a market dominated by more prominent flooring manufacturers. J&J Industries strived to empower its 800 employees with various incentive programs. Employees remained loyal to J&J; many had worked for the company for over 15 years. However, management wanted to measure the impact of empowering and initiatives on employee performance and satisfaction to determine the real power of employee incentive programs. The Resources and Facilities Vice President employed Professor Lopez, a Management Professor, to develop a survey to measure these constructs and analyze the data to guide future incentive programs. Data from the employee and supervisor survey was provided along with the statistical analysis results for interpretation and recommendations for VP Fordham. Complexity academic level The target audience for this case is primarily students in a research methodology course and students studying quantitative regression analysis and interpretation. The focus is predominantly on graduate-level students in Master of Business Administration or Master of Accounting programs in business. Graduate students should have completed courses in management or organizational behavior, business statistics or quantitative methods or data visualization and cleaning as background knowledge for this case. Specifically, students should understand regression analysis and know when and how the tool is used for managerial decision-making.

An English Language and Methodology Course for Training Content Area Teachers

This research was conducted with ten elementary school content teachers from a private educational institution in the department of Quindío in order to determine the influence of a language and methodology course on the development of teachers' professionalism and English language proficiency. To determine the impact of the course, qualitative research was carried out in which six three-hour workshops were applied and three different perspectives were gathered after each session in the form of questionnaires, a teacher's journal, and a peer observer format. According to the results, the implementation of the CBI in the course was successful because it had an impact on teachers’ perceptions, content teachers’ language proficiency and their professional development; the majority of teachers demonstrated an improvement in their English language skills.

Developing Teaching Material of Research Methodology and Learning with 4D Model in Facilitating Learning During the Covid-19 Pandemic to Improve Critical Thinking Skill

This research and development aimed to produce teaching materials for research and teaching methodology courses using the 4D model. Teaching materials were arranged based on a 4-D procedure: Define, Design, Develop and Disseminate. The validated teaching materials were tested through small groups of 30 students and large groups of 90 students. It collected data using observation, interviews, documentation, and questionnaires. The data were analyzed qualitatively by data reduction, data presentation, and drawing conclusions and verification. The quantitative analysis was done by processing data from expert reviews and responses from lecturers and students using percentages. The development results were teaching materials validated by four expert validators: content-focused material, curriculum-focused material, learning design, and language. The research and development resulted in a defined stage obtained material elaboration from the point of view of the research methodology of language, mathematics, and geography. The design stage was based on the design validator's suggestion regarding an attractive appearance on the cover, chapter titles, and the format of the content of the Deepublish textbook. In the development stage, the validation results obtained an average of 76.37% with good qualifications, and the average test decision was feasible with revisions in certain parts. The test results of small group students obtained 75.19% or good qualifications. The results of the large group trial got 76.83% or good qualifications. The research concludes that teaching materials have been compiled based on 4D steps. Based on the findings, the implications of this study show that the teaching materials resulting from the development can be used as material for consideration for teachers in delivering related material under the conditions during the Covid-19 pandemic.

The Effect of Online-Project Based Learning on Learning Outcomes of Pre-Service Physics Teachers

This study aims to examine the effectiveness of the Online-Project Based Learning (Online-PjBL) model in improving student learning outcomes in research methodology courses. This research is a quasi-experimental study with a posttest-only control group design. The population of this study was all physics education students who were taking research methodology courses, namely 60 people. The sample consisted of 42 students who were divided into two class groups, namely 21 students in the experimental class and 21 students in the control class. Students in the experimental class were treated with the online-PjBL model while the control class was treated with the offline-PjBL model. The learning outcomes data in this study were taken from the results of the midterm exams and the task of compiling a research proposal. Data on the learning outcomes of the two class groups were then analyzed using a different test (t-test). Based on the results of the t-test at the 95% level of confidence (a = 0.05) with degrees of freedom (dk = n1 + n2 – 2 = 40) it shows that there is no significant difference in learning outcomes between the experimental class and the control class with tcount = 0.24 and ttable value = 2.02 (tcount <ttable). This means that there is no significant difference in effectiveness between online-PjBL and offline-PjBL in improving the learning outcomes of prospective physics teachers in research methodology courses.

Part One of the Themed Issue on Reimagining Research Methods Coursework for the Preparation of Scholar-Practitioners

Ongoing efforts to distinguish the EdD from the PhD as a professional practice doctorate have important implications for how research methodology courses are designed, sequenced, and taught in CPED-inspired EdD programs. Currently, there is much debate and little consensus as to what the purpose and outcomes of these courses should be and how the courses might differ from traditional doctoral-level methods preparation. In this first installment of the themed issue on redesigning research methods for CPED-inspired EdD programs, EdD faculty and students share their current redesign work and experiences implementing revised methodology courses as part of larger, practitioner-oriented program revisions.

Honor, Build, and Restructure

School leaders enrolled in CPED-influenced and practitioner focused doctoral programs require specific research-based skills and knowledge that bridge both educational scholarship and practice in order to be relevant for both their dissertation process and school practice. In doing so, these doctorate in education (EdD) programs must critically exam their qualitative research methods courses to honor the professional practice of their adult learners and usher in innovative, collaborative, transformative, and participatory research design courses to meet this demand. As such we present our methodological course sequence built on principles of adult learning and a signature pedagogy, the first course is a reimagination of the qualitative research course and the second is a reconceptualized transformative capstone.

SAÚDE MENTAL DE CUIDADORES DE IDOSOS: uma revisão narrativa

The objective of the study was to analyze the scientific literature about the relation between the mental health elderly caregivers’ and the regulation of their profession in Brazil, adopting the narrative review method. The methodological course was based on the following proposal: a description of the professional performance elderly caregivers’, followed by the analysis of the interference of this occupation in mental health and the presentation of possible auxiliary measures to minimize the damage to the caregiver's mental health. The literature indicates that caregivers have a loss in their quality of life, manifesting symptoms such as stress, social isolation, burden and depression. The destigmatization of the female figure of care and the regulation of the profession can contribute to a safer and healthier environment for caregivers.

Analysis of College Students' Misconceptions of Quantitative Research in Social Sciences in China: Implications for Teaching

Research design is essential in regard to obtaining objective reliability for social science research. However, some social sciences students may be prone to many misconceptions regarding the understanding of quantitative research and application of statistics, which threatens the credibility of the research. To understand and potentially alleviate this problem, we examined 25 research projects and interviewed 10 undergraduate students who participated in quantitative methodology courses in social work and social welfare in a university in mainland China. This study aimed to explore students’ misconceptions about quantitative research methods and statistical analysis. The results show that common misconception include but not limited to the following aspects: (1) taking research topics as research questions; (2) no clarification of sampling procedure in data collection and no random assignment in experimental research project; (3) no explanation of the validity and reliability of the construct measures; (4) violations of the assumptions of statistical tests; (5) misuses of statistical methods; and (6) misinterpretation of statistical findings; and (7) little consideration of research ethics. The findings indicate that institutes, educators, and students should make consorted efforts to improve the understanding of quantitative research methods and enhance statistical literacy of undergraduates in social sciences in China.

Barriers and Facilitators to the Learning and Acquisition of Research Competencies among Nursing Students through Active Methodologies: A Qualitative Study Using Reflective Writing.

The development of educational research, critical thinking skills, and evidence-based practice requires proposals for educational innovation. The purpose of this study was to explore the perspectives of undergraduate nursing students on the barriers and facilitators after the implementation of a novel activity within the course of research methodology, composed of three active learning strategies: (a) project-based learning; (b) small-group learning; and (c) self-directed learning. A qualitative exploratory study using reflective writing was conducted at the Nursing Department of the Red Cross School (Spain). Seventy-four nursing students participated in the study, enrolled in the research methodology course. Purposive sampling was used. Online reflective notes were collected from a script of open-ended questions. An inductive thematic analysis was performed. The new proposals facilitated learning of the subject matter and its contents. They were useful and enabled the students to put the contents into practice. In addition, they improved the students' organization, planning, and involvement. The barriers identified were a lack of time, ambiguity, inadequate tutoring or novelty of the work, and inequity in the distribution of tasks and workloads. Our findings shed light on the barriers and facilitators identified by nursing students when implementing an educational innovation proposal, using three active learning methodologies as learning tools for the subject of nursing research.

Research Methodology Course for Undergraduate Students in Indonesian Tertiary Education

Undergraduate students in Indonesia, including those pursuing bachelor's degrees and diploma programs that may last three or four years, must take a research methodology course. Despite their lack of desire to become researchers, they must complete a final project that necessitates research skills. Students who complete the Course in one semester learn how to write a proposal, collect data, analyze data, and perform other tasks that a professional researcher would typically perform. Some lecturers who teach research methodology course in various study programs were interviewed. The present research uncovers how research methodology courses were presented and implemented. A variety of implementations were found, but most of them apply the use of assignments as an alternative to the learning by doing approach. A different number of credit points were also found in different study programs, impacting the number of sessions the students must spend. The methodology course comes in different nomenclatures in different study programs. They share a common goal: to help students conduct a final assignment as a requirement to graduate from their educational institution. Some suggestions on how to improve the Course are also expressed.

Research Methodology Course for Undergraduate Students in Indonesian Tertiary Education

Research Methodology Course for Undergraduate Students in Indonesian Tertiary Education

Inquiry and Research Skills for Language Teachers by Kenan Dikilitaş and Ali Bostancioğlu

Published in 2019, Inquiry and Research Skills for Language Teachers is written to assist teacher educators in the design of research methodology courses in English teacher education programs. Conceived in the authors’ conviction that most research courses do not succeed in empowering teachers’ professional practices, the book resorts to Exploratory Practice to configure an approach that appeals to the interrogation of pre-service teachers’ attitudes and beliefs toward research to increase engagement and foster inquiry skills. In the book, Kenan Dikilitaş and Ali Bostancioğlu lay out a step-by-step guide for teacher educators to design research courses that are more connected to the realities of future teachers, in the hopes of achieving a long-lasting effect on teachers’ professional identities. The book addresses an audience that is familiar with the challenges teachers face when trying to bridge the gap between theory and practice and implement evidence-based teaching.

Ensuring the content integrity of the discipline "Russian language teaching methodology": a systematic approach

The way subject content is structured determines the strategy to teach it. Systemic thinking formation depends on the entirety of assimilating such content by students. Difficulties arise while ensuring the holistic assimilation of the content of modular structure subjects. Such disciplines are studied for two or more semesters. Students undergo midterm assessment. Unfortunately, learners perceive each module as a separate subject without establishing systemic connections between disciplines. This study aims to find a way to ensure that students learn the modular structure discipline "Russian language teaching methodology" holistically. The article attempts to solve the issue of structuring the content of student linguistic and methodological training. The study was conducted within the systematic approach framework. Investigating the content of the course in Russian language teaching methodology as a system required identifying its components and determining their connections and their core component. Teaching Russian in forms I–XI aims to develop student linguistic personality. Reliance on the linguistic personality concept and structure made it possible to identify the abovementioned core component. It is the section "Methodology for teaching speech culture and stylistics" of the course in Russian language teaching methodology for forms V–IX. This section promotes the connections between the elements of each section as well as between sections. Thus, it ensures the content integrity of the course in Russian language teaching methodology.

Communication Strategies in Synchronous and Asynchronous Media

This study compares the communication strategies employed in synchronous and asynchronous media during the learning of English. E-learning has been employed more frequently. This condition enables English subjects to be taught and learned in a setting without face-to-face interaction. E-learning is available in both synchronous and asynchronous modes. Based on the communication methods that arose in both modes, this study was done to present the emergence of communication strategies in both media. The present study involved 36 university students who were enrolled in a teaching methodology course and one lecturer. Specifically, the data were gathered through WhatsApp Group observation and Zoom interviews. The discussion of the study was presented using an explanatory format because it was a qualitative study. From the study, there were 3 types of communication strategies found in synchronous (Zoom), namely codeswitching (87%), time-gaining (13%), and foreignizing (0,3%). While in asynchronous mode using WhatsApp Group, codeswitching (12,5%) and literal translation (87,5%) were found. and synchronous media (Zoom). It was found that the students’ engagement in the WhatsApp group was higher (82%) than was found in Zoom (18%). However, the attitude and awareness of the students also played a significant role in the development of the communication strategies. This study contributes to the research on communication strategies found not only in oral form but also in written form and can be a consideration to promote the teaching of communication strategies.

Self-ethnography on Qualitative Reaserach Methdology Course Experience

이 글은 아동상담 대학원생이 타 대학원의 질적연구방법론 수강에 대한 경험을 자문화기술로 탐구한 내용이다. 나는 2022년 2학기 질적연구방법론 과목을 수강한 약 4개월간의 이야기를 위해 강의계획서, LMS 게시판, 과제, 필기 노트, 교수자 피드백, 성찰일지, 수업 활동 사진으로 자료를 수집하였고, 전사하여 목록화한 다음 내용분석과 분류분석하여 주제를 구성하였다. 고백적, 에믹과 에틱적 글쓰기를 하였고, 질적연구 수업자와 동료 간 협의를 3회 하였다. 동료 수강생에게 발표를 하며 타당도와 연구윤리를 지키려고 노력하였다. 세 개의 주제와 아홉 개의 하위 범주로 결과를 논의하였다. 첫째, 생활세계와 친숙한 질적연구에서는 색다른 수업 경험과 질적연구방법론 수업과 가까워지기, 주변의 모든 것이 연구주제가 될 수 있는 경험을 탐색하였다. 둘째, 체험으로 출발해 이론에 도착하는 수업에서는 인터뷰 실습에서 나의 일깨움과 타인의 논문을 비평하는 나의 인식과 안목, 아주 커다란 포스트 잇을 해체하였다. 셋째, 상호작용이 있는 질적연구방법론의 힘에서는 먼저 열어 보이는 k선생님, 목소리 좀 낮추고, 함께해서 의미 있는 질적연구방법론을 논의했다. 타과의 질적연구방법론 수업 경험을 다룬 이 글이 질적연구를 어려워하거나 질적연구방법에 사소한 오해를 가진 연구자들의 편견을 깨는 연구사례로 활용되기를 기대한다.This paper explores the experience of child counseling graduate students taking qualitative research methodology at other graduate schools with self-ethnography. I collected data with syllabus, LMS bulletin boards, assignments, notes, instructor feedback, reflection journals, and class activity photos for four months of qualitative research methodology courses in the second semester of 2022. I have peer reviewed three times between instructor and colleagues to increase validity and reliability. Results were discussed in three topics and nine subcategories. First, qualitative study familiar with the living world, a different class experience, getting closer to the class of qualitative research methodology, and an experience where everything around them can be a research topic were explored. Second, class star s from experience and reaches to theory, I dismantled my awakening in interview practice, my perception and perspective of criticizing other people’s papers, and a very large post. Third, in the power of a qualitative research methodology with interaction, we first discussed a meaningful qualitative research methodology by matching the open k teacher and voice. It is expected that this article will be used as a research case that breaks the prejudice of researchers who have difficulty in qualitative research or have minor misunderstandings in qualitative research methods.

Leader Activity Fundamentals Module in the Curricula of Teacher Training

The article deals with the issues of training counselors in higher education organizations in accordance with the letter of the Ministry of Education and Science of the Russian Federation dated 08.08.2017 no. TS-56/09 “On the inclusion of the program in the main professional educational programs” Leader Activity Fundamentals module. The author of the article focuses on the content of the professional standard “Specialist involved in the organization of the activities of the children’s collective (leader)” dated December 25, 2018 no. 840n and points out the insufficiency of the introduction of the Leader Activity Fundamentals academic discipline into the curricula of bachelors, since the theoretical overview course is clearly insufficient for training in the profession of counselor and one discipline it is not able to solve the problem of high-quality training of the required employee of the children’s camp. According to the author, the Leader Activity Fundamentals module is integrative in nature and should include several disciplines combined in thematic blocks, mandatory of which are: theoretical, practical and scientific and methodological. The author expresses an opinion on strengthening practical orientation in the training of leaders (introduction to the curricula of a game workshop and a methodological course, an instructional gathering, summer pedagogical (leader) practice as part of professional training), on cooperation with potential employers (remote meetings to prepare for work under the program of changing a specific camp, consultations on employment issues, preparation of methodological material, etc.). The scientific and methodological block of training camp counselors should be represented by writing a research paper (term paper, final qualifying work) and passing the final certification (differentiated credit).

Learning to be an entrepreneur: Outlining aspects of social entrepreneurial learning at the university

This article sought to understand entrepreneurial learning and the aspects related to its occurrence based on a study carried out with university students who founded startups at a Brazilian university. Narrative research associated with the focus group technique makes up the methodological course of the investigation. The results point to five aspects that influence the occurrence of learning at the university as a socially situated phenomenon: learning and experiences, the learning context, pedagogical design, multiple identities and social interactions. Knowing that students engaged in entrepreneurship may face a number of challenges, a holistic understanding of the social learning environment by educators can help make the university a safer place for student entrepreneurship.

Hospitalidade no (des)tensionamento das identidades via educação intercultural

The multiple tensions of the present time reverberate on identity compositions, translating norms endorsed in the games of economic globalization which stress coexistence, producing inclusion and exclusion at the same time. This context refers to the action of two antagonistic forces, the first being mixophobia, strongly disruptive and excluding, the second, on the other hand, moves towards inclusion, towards respect for otherness, acceptance of the other who is identified as mixophilia. Therefore, thinking about hospitality in the contemporary context leads us to the analysis of the tensioning of assumptions, values ​​and models which normalize some identities and exclude others. The methodological course of reflection referenced in the arguments of Zygmunt Bauman’s thought gathers data from documentary research on political mobility guidelines, as well as data from a bibliographic review study on hospitality in education. The results demonstrate the urgency of strengthening studies on the construction of a culture of hospitality for different identities, via intercultural education.