Journal articles: 'Research Skills'

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Xue, Tianhan. "Teaching research skills." Nature 392, no. 6678 (April 1998): 752. http://dx.doi.org/10.1038/33786.

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Jenkins, Richard. "Social Skills, Social Research Skills, Sociological Skills: Teaching Reflexivity?" Teaching Sociology 23, no. 1 (January 1995): 16. http://dx.doi.org/10.2307/1319369.

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Scenters-Zapico, John T. "From Oral Communication Skills to Research Skills." English Journal 76, no. 1 (January 1987): 69. http://dx.doi.org/10.2307/818308.

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Lee, Deborah. "Research Consultations: Enhancing Library Research Skills." Reference Librarian 41, no. 85 (June 30, 2004): 169–80. http://dx.doi.org/10.1300/j120v41n85_13.

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Hamburg, Ileana, Emma O’brien, and Gabriel Vladut. "Entrepreneurship Business Research Skills." Proceedings of the International Conference on Business Excellence 13, no. 1 (May 1, 2019): 100–111. http://dx.doi.org/10.2478/picbe-2019-0010.

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Abstract In recent years area of entrepreneurship has gained significant attention nationally and internationally. It is one of the main skills priorities of national governments and EU council. Traditionally associated with commercial activity, entrepreneurship has gained traction as a key competence necessary to allow society as a whole to adapt to the changing economic climate. Small and medium sized companies (SMEs) greatly contribute to employment and wealth in Europe but there are limited studies into the specific skills needs required for SMEs into the future. Skills such as problem solving, critical thinking and entrepreneurship allow learners to adapt to changes, communication, digital skills and teamwork allow learners to collaborate and exploit technology in the changing workplace. Research is a key element of entrepreneurial success, but how these skills particularly workplace-oriented ones improve entrepreneurial culture has not been widely explored in the literature. This paper explores the importance of entrepreneurship today, the skills required to allow our society to become more entrepreneurial and identifies the potential of workplace research skills to develop entrepreneurial capacity in all facets of work, particularly within SMEs. The authors collaborated on many European projects aimed at improving work and education/training of entrepreneurs. The work presented int this paper resulted from surveys conducted within these projects regarding the problems SME staff have in connection with workplace transformation and entrepreneurship education and training. From this the paper proposes a conceptual model to facilitate the development of workplace research skills which will enhance entrepreneurial capacity in SMEs. The problems discussed in this chapter will also be used within the German initiative Mittelstand 4.0-Kompetenzzentrum with the participation of one author. Companies within this program are eager to improve their workplace research skills and change the learning culture and staff behavior in connection with digital workplaces.

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Henderson, Scott. "Development of research skills." Asia-Pacific Psychiatry 1, no. 3 (December 2009): 116–19. http://dx.doi.org/10.1111/j.1758-5872.2009.00034.x.

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Mancini, G. B., and J. E. Antonsen. "Fostering residentsʼ research skills." Academic Medicine 70, no. 10 (October 1995): 855. http://dx.doi.org/10.1097/00001888-199510000-00003.

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Rankin, Walter P. "Basic College Research Skills." Journal of College Student Development 49, no. 4 (2008): 388–89. http://dx.doi.org/10.1353/csd.0.0019.

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Mohd Meerah, T. Subahan, and Lilia Halim. "Graduate Information Research Skills." International Journal of Learning: Annual Review 18, no. 10 (2012): 91–100. http://dx.doi.org/10.18848/1447-9494/cgp/v18i10/47766.

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Lenfant, Claude. "Clinical Research Skills Development." Circulation 105, no. 15 (April 16, 2002): 1751–52. http://dx.doi.org/10.1161/01.cir.0000014122.41950.10.

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Pelz, Jörg, Wolfgang Köhler, and Harm Peters. "Practitioner Research Literacy Skills." Medical Science Educator 23, no. 1 (March 2013): 61–63. http://dx.doi.org/10.1007/bf03341804.

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Huddleston, Boglarka, Jeffrey D. Bond, Linda L. Chenoweth, and Tracy L. Hull. "Faculty Perspectives on Undergraduate Research Skills: Nine Core Skills for Research Success." Reference & User Services Quarterly 59, no. 2 (March 4, 2020): 118. http://dx.doi.org/10.5860/rusq.59.2.7277.

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In an effort to improve information literacy initiatives at Texas Christian University, we sought to understand faculty members’ expectations and perceptions of undergraduate student research skills. We conducted three faculty focus groups (n=21) and an online survey (n=100) of faculty members. This study reveals a set of nine core research skills that faculty members expect students to possess. The study compares faculty members’ expectations against their perceptions of student capability for each of these nine core skills. Furthermore, this study examines who (librarians, faculty, or both) should have responsibility for teaching which research skills. These findings will inform the library’s information literacy initiatives, as well as have a strong influence on the library’s marketing and reference services.

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Wickramasinghe, S. I., K. H. Wickramasinghe, K. R. Atukorale, M. D. S. Jayalal, U. P. M. Chandrakumara, U. W. Hewageegana, and A. P. Sendanayaka. "Evaluation of research skills and attitudes about research skills training among medical students." Education for Primary Care 28, no. 3 (January 31, 2017): 189. http://dx.doi.org/10.1080/14739879.2017.1283966.

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Gyuris, Emma. "Evaluating the effectiveness of postgraduate research skills training and its alignment with the Research Skill Development framework." Journal of University Teaching and Learning Practice 15, no. 4 (October 1, 2018): 75–89. http://dx.doi.org/10.53761/1.15.4.5.

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This exploratory research focuses on a one-semester subject designed to facilitate deliberate practice while explicitly aiming to develop postgraduate students’ basic research skills: academic writing and its co-requisite skill, critical thinking. The research considers the alignment of the curriculum and assessment design of the subject ‘Research and Communication Skills for the Natural Sciences’ (SC5055) with the RSD framework. The research then identifies students who benefit most from a focus on the development of research and communication skills. The impact of SC5055 on students’ achievement and their ability to self-evaluate the development of their skills and understanding is also explored.

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Suydam, Marilyn N. "Research Report: Improving Multiplication Skills." Arithmetic Teacher 32, no. 7 (March 1985): 52. http://dx.doi.org/10.5951/at.32.7.0052.

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Did you hear that students' knowledge of multiplication basic facts improved decidedly between the second national mathematics assessment in 1978 and the third assessment in 1982 (NAEP 1983)? Average scores of nine-year-olds rose from 60 percent to 66 percent, ranging from 70–85 percent on easier facts to 50–60 percent on harder facts. Fourth graders performed about forty percentage points better than third graders. By age thirteen. scores were 90 percent or above on both assessments. That's the good news. The bad news is that results were not as good for conceptual, computational. or problem-solving items.

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Larkins, Ernest R. "Developing Legal Tax Research Skills." ATA Journal of Legal Tax Research 3, no. 1 (January 1, 2005): 94–96. http://dx.doi.org/10.2308/jltr.2005.3.1.94.

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Rossiter, Nancy. "Essential Skills for Management Research." Library & Information Science Research 26, no. 2 (March 2004): 287–89. http://dx.doi.org/10.1016/j.lisr.2003.12.006.

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Powell, Sarra Saffron. "Writing assignments: effective research skills." British Journal of Healthcare Assistants 2, no. 8 (August 2008): 407–10. http://dx.doi.org/10.12968/bjha.2008.2.8.30865.

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Meerah, T. Subahan Mohd, Kamisah Osman, Effendi Zakaria, Zanaton Haji Ikhsan, Pramela Krish, Denish Koh Choo Lian, and Diyana Mahmod. "Measuring Graduate Students Research Skills." Procedia - Social and Behavioral Sciences 60 (October 2012): 626–29. http://dx.doi.org/10.1016/j.sbspro.2012.09.433.

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Hanus, Martin, and Miroslav Marada. "Map skills: definition and research." Geografie 119, no. 4 (2014): 406–22. http://dx.doi.org/10.37040/geografie2014119040406.

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Although the acquisition of map skills is one of the primary objectives of geographic education, sufficient attention is yet to been paid to this topic in the Czech academic community. This lack of attention causes not only discrepancy in the definition of map skills, but also inconsistency in the classification of categories of map skills. This study aims to contribute to the discussion on the definition of map skil ls, its incorporation into the educational framework of skills. Furthermore, the article intends to improve the systematization of this group of skills. In order to achieve this aim we employed general didactic models of skills in combination with insights drawn from (predominantly international) literature. The conclusion briefly introduces major trends in world research on map skills, which could serve as an inspiration for similar research in Czechia.

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Mehrens, Christopher E. "Music Library and Research Skills." Music Reference Services Quarterly 12, no. 1-2 (June 2009): 55–59. http://dx.doi.org/10.1080/10588160902963587.

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Hollenbeck, Albert R., Kenneth G. Cook, Karen Altergott, Patricia M. Keith, and James P. Mitchell. "Developing Research Skills in Aging:." Gerontology & Geriatrics Education 12, no. 2 (April 13, 1992): 57–67. http://dx.doi.org/10.1300/j021v12n02_07.

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Aripin, I., T. Hidayat, N. Y. Rustaman, and R. Riandi. "Prospective biology teachers’ research skills." Journal of Physics: Conference Series 1806, no. 1 (March 1, 2021): 012170. http://dx.doi.org/10.1088/1742-6596/1806/1/012170.

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Smith, Kelly, Dina Williams, Naveed Yasin, and Ian Pitchford. "Enterprise skills and training needs of postgraduate research students." Education + Training 56, no. 8/9 (November 4, 2014): 745–63. http://dx.doi.org/10.1108/et-05-2014-0052.

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Purpose – The purpose of this paper is to present a survey of postgraduate research (PGRs) students studying at the University of Huddersfield, concentrating on entrepreneurial attributes and the importance of enterprise-related skills future career intentions. Design/methodology/approach – Electronic survey questions asked respondents to rate their confidence in a series of enterprise-related skills, and each skill's importance in their career development. Identification with attributes relating to independence, risk taking, self-efficacy, tolerance of ambiguity, and innovativeness were explored. Further questions probed the importance of enterprise skills development, research impact, and career aspirations including business start-up potential. Findings – Respondents identified with entrepreneurial attributes and were positive towards enterprise skills development. The majority felt that their research could have commercial impact, and over a third reported that starting a business appealed to them. Comparisons of importance and confidence ratings identified skills areas where confidence was relatively low and needed to be improved, where there is a large gap between confidence and importance, and where a skill was rated as having lower importance than is optimal from an institutional perspective. Interestingly, different groups of students considered “self-employment” compared with “business start-up” as a career option. Research limitations/implications – These single-institution results suggest that PGRs are more entrepreneurial than might be expected. Is the higher education (HE) sector underestimating the entrepreneurial potential of the PGR population, their appetite for engaging in enterprise, and their enterprise and commercialisation training needs? Originality/value – The results have relevance for the HE community in terms of understanding PGR entrepreneurial attributes, and training needs for enterprise and commercialisation of research output.

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Elida, Fuster Guillén Doris. "New functional model of research skills in social problem solving." International Journal of Early Childhood Special Education 12, no. 1 (June 30, 2020): 442–51. http://dx.doi.org/10.9756/int-jecse/v12i1.201024.

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Waree, C., K. Ontkwanmuang, and P. Chanfoy. "A Classroom Research Skills Development of Suan Sunandha Rajabhat University’ Students by Research Based Learning." International Journal of Information and Education Technology 6, no. 11 (2016): 899–903. http://dx.doi.org/10.7763/ijiet.2016.v6.813.

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Dahlstrom, Erin K., Christine Bell, Shine Chang, Hwa Young Lee, Cheryl B. Anderson, Annie Pham, Christine Maidl Pribbenow, and Carrie A. Cameron. "Translating mentoring interventions research into practice: Evaluation of an evidence-based workshop for research mentors on developing trainees’ scientific communication skills." PLOS ONE 17, no. 2 (February 2, 2022): e0262418. http://dx.doi.org/10.1371/journal.pone.0262418.

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A key part of keeping doctoral and postdoctoral trainees in STEM research careers is mentoring. Our previous research indicates that mentoring trainees in scientific communication (SC) skill development increases research career intention through two social-cognitive constructs, self-efficacy in and outcome expectations for acquiring SC skills, as well as science identity. While many mentor training interventions exist, no programs focus on developing SC skills specifically. The “Scientific Communication Advances Research Excellence” (SCOARE) program trains mentors to address trainee scientific communication (SC) skill development as an innovative approach to increase trainee research career persistence. The SCOARE training is a half-day workshop for faculty mentors of research trainees at five sites nationally. Informed by previous research, workshop content focuses on practical, effective mentoring strategies to develop trainee speaking and writing skills. Anonymous evaluation data collected after each workshop indicates participant satisfaction and reported positive increases in skills and knowledge in applying new and various techniques when mentoring trainees (skills) and how linguistic bias influences our perception of others (knowledge). This article outlines the research-based development of the SCOARE program, the first two years’ of workshop evaluations showing positive increases in skills and knowledge, and lessons learned to increase participant satisfaction with the program.

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Snell, Martha E. "Teaching Children and Young Adults with Mental Retardation in School Programs: Current Research." Behaviour Change 14, no. 2 (June 1997): 73–105. http://dx.doi.org/10.1017/s0813483900003557.

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This paper reviews the recent behavioural research on instruction of children and young adults with mental retardation in schools settings and community-based school programs. Instructional research in 12 skill areas (motor, self-care, communication, social skills, choice making, school behaviours, health and safety skills, home management, leisure skills, community use, vocational skills, and academics) meeting specified criteria on population (age and disability), location of instruction, functionality of skill, and research integrity was identified in 11 journals from 1990 through 1996. The pool of identified research is discussed by skill category and by intervention method, with critical comments made regarding strengths and weaknesses. Conclusions are drawn for practitioners and future researchers.

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Chen, Huilin, and Jinsong Chen. "Cognitive Diagnostic Research on Chinese Students’ English Listening Skills and Implications on Skill Training." English Language Teaching 10, no. 12 (November 7, 2017): 107. http://dx.doi.org/10.5539/elt.v10n12p107.

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By analyzing the test data of 2718 secondary school students in Guangzhou China on 15 listening items from Guangzhou English Achievement Examination (2015) through G-DINA model, the study explored the relationships among the listening comprehension skills. Based on the test specifications and listening skill taxonomies in existence, 5 experts in language skills and language testing conducted item content analysis independently for the 15 listening items, defined 5 listening attributes, and constructed the Q-matrix. After analyzing latent classes and their posterior probabilities, the study discovered the relationship among the listening skills. According to the listening skill relationship, the study provides insights on the sequence of listening skill training. The efficiency of training may be improved when closely related listening skills are instructed and practiced at the same time. The study also demonstrates that the compensatory and saturated G-DINA model caters to the characteristics of listening comprehension skills and can be applied to tests involving highly interactive and hierarchical skills.

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Woolf, Jules. "Integrating Research Skills Training into Non-Research Methods Courses." Collected Essays on Learning and Teaching 7, no. 1 (May 20, 2014): 76. http://dx.doi.org/10.22329/celt.v7i1.3969.

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Research skills are a valued commodity by industry and university administrators. Despite the importance placed on these skills students typically dislike taking research method courses where these skills are learned. However, training in research skills does not necessarily have to be confined to these courses. In this study participants at a Cracker Barrel session (a series of short discussion sessions) discussed the issue of teaching research skills in non-research methods courses. Specific classroom strategies were identified along with issues related to the concept of research and the development of a research ethos among students and faculty.

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Gates, Donna M., Evelyn Fitzwater, and Suzanne Telintelo. "Using Simulations and Standardized Patients in Intervention Research." Clinical Nursing Research 10, no. 4 (November 1, 2001): 387–400. http://dx.doi.org/10.1177/c10n4r5.

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Caregiving is both an art and a science; both knowledge and skills are necessary to improve the quality of care that professionals provide. Researchers are often limited in their assessment of skill performance due to inadequate and unrealistic measurement options. Simulation using standardized patients offers researchers an objective method to evaluate skill performance. This article describes the use of simulations by researchers in their quest to measure changes in violence prevention skills after an intervention program given to nurse assistants working in long-term care facilities.

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Lira, Luis Alberto Núñez. "Factors Associated With the Development of Research Skills in Graduate Students." International Journal of Early Childhood Special Education 12, no. 1 (June 30, 2020): 359–69. http://dx.doi.org/10.9756/int-jecse/v12i1.201015.

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Ringsted, Charlotte. "How does research on motor skills translate into clinical skills learning?" Medical Education 44, no. 1 (January 2010): 11–13. http://dx.doi.org/10.1111/j.1365-2923.2009.03563.x.

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Nunan, Daniel. "Addressing the Market Research Skills Gap." International Journal of Market Research 57, no. 2 (March 2015): 177–78. http://dx.doi.org/10.2501/ijmr-2015-016.

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Hake, Sanjay, and Tapankumar Shah. "Negotiation skills for clinical research professionals." Perspectives in Clinical Research 2, no. 3 (2011): 105. http://dx.doi.org/10.4103/2229-3485.83224.

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Topalov, Jagoda, and Biljana Radić-Bojanić. "Academic Research Skills of University Students." Romanian Journal of English Studies 10, no. 1 (March 1, 2013): 145–52. http://dx.doi.org/10.2478/rjes-2013-0012.

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Abstract The paper analyzes questionnaires administered to 135 English Language students in all four years with an attempt to elaborate how developed the students’ academic research skills are and investigate if they correlate with the years of study. Furthermore, the results are compared to students’ general habits concerning internet use to prove that they do not correlate with academic research skills.

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Foster, L. "Qualitative Research Skills for Social Work." British Journal of Social Work 43, no. 1 (January 17, 2013): 191–92. http://dx.doi.org/10.1093/bjsw/bcs199.

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Meerah, T. Subahan Mohd, and Nurazidawati Mohamad Arsad. "Developing research skills at secondary school." Procedia - Social and Behavioral Sciences 9 (2010): 512–16. http://dx.doi.org/10.1016/j.sbspro.2010.12.189.

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Gibert, Anaïs, Wade C. Tozer, and Mark Westoby. "Teamwork, Soft Skills, and Research Training." Trends in Ecology & Evolution 32, no. 2 (February 2017): 81–84. http://dx.doi.org/10.1016/j.tree.2016.11.004.

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Bowing, Julie. "Research Skills Instruction in Undergraduate Programs." Journalism & Mass Communication Educator 51, no. 1 (March 1996): 15–22. http://dx.doi.org/10.1177/107769589605100103.

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Hoffman, Nadine, Susan Beatty, Patrick Feng, and Jennifer Lee. "Teaching research skills through embedded librarianship." Reference Services Review 45, no. 2 (June 12, 2017): 211–26. http://dx.doi.org/10.1108/rsr-07-2016-0045.

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Purpose This pilot aims to study a way of integrating research and writing support into a university course along with content. Research and writing skills are not taught explicitly in most university courses, yet these skills are increasingly required both in and outside of the classroom. Design/methodology/approach An embedded, collaborative instructional team comprising the instructor, librarians and writing specialists re-designed a first-year inquiry-based learning course, incorporating research and writing instruction throughout, formative and summative assessments and a flipped classroom model. At the end of the course, each member of the team reflected on their collaborative and individual experiences. The team also surveyed students to gauge their perceptions of the research and writing sessions. Findings The team learned from this experience and noted a large, but rewarding, time commitment. The flipped classroom model allowed the tailoring of instruction to students’ needs but required more work by librarians to prepare content and to grade. Students indicated appreciation for repeated interactions with librarians and reported confidence to use the skills taught. Originality/value Embedding librarians throughout the course with a writing specialist, as well as involvement in grading, is novel – this may be the first example in the literature of “deep integration”. The concept of “embedded librarianship” can be enhanced by expanding librarian and other support roles in a course.

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Hall, Jon G., and Lucia Rapanotti. "Enterprising research skills: academia's changing role." International Journal of Learning and Intellectual Capital 10, no. 1 (2013): 1. http://dx.doi.org/10.1504/ijlic.2013.052080.

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Larson, Elaine, Martha Hill, and Karen Haller. "Clinical Application of Undergraduate Research Skills." Nurse Educator 18, no. 6 (November 1993): 31–33. http://dx.doi.org/10.1097/00006223-199311000-00017.

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Stokking *, Karel, Mariekevander Schaaf, Jos Jaspers, and Gijsbert Erkens. "Teachers' assessment of students' research skills." British Educational Research Journal 30, no. 1 (February 2004): 93–116. http://dx.doi.org/10.1080/01411920310001629983.

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Liddle, Joyce, and John Diamond. "Reflections on Regeneration Management Skills Research." Public Money and Management 27, no. 3 (June 2007): 189–92. http://dx.doi.org/10.1111/j.1467-9302.2007.00578.x.

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Ha, Chau, and Madeline Press. "Developing Faculty Research Skills: Lessons Learned." Community College Journal of Research and Practice 43, no. 6 (July 9, 2018): 431–40. http://dx.doi.org/10.1080/10668926.2018.1490218.

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Storey, P. D. "Availability of skills and research capability." Nuclear Energy 40, no. 4 (August 2001): 237–40. http://dx.doi.org/10.1680/nuen.40.4.237.39342.

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Crumbie, Alison, and Heather Barnes. "Developing research skills in primary care." Primary Health Care 13, no. 3 (April 2003): 35–37. http://dx.doi.org/10.7748/phc2003.04.13.3.35.c423.

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Schulte, P. A., L. M. Goldenhar, and L. B. Connally. "Intervention research: Science, skills, and strategies." American Journal of Industrial Medicine 29, no. 4 (April 1996): 285–88. http://dx.doi.org/10.1002/(sici)1097-0274(199604)29:4<285::aid-ajim1>3.0.co;2-o.

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Bansal, Divya. "Integrating Research Skills in Teacher Education." Shikshan Anveshika 7, no. 1 (2017): 53. http://dx.doi.org/10.5958/2348-7534.2017.00011.3.

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Journal articles on the topic 'Research Skills'

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