Relevant bibliographies by topics / Teaching with research

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teaching with research'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Teaching with research"

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McKeachie, Wilbert J. "Teaching, Teaching Teaching, and Research on Teaching." Teaching of Psychology 14, no. 3 (1987): 135–39. http://dx.doi.org/10.1207/s15328023top1403_1.

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Teaching psychology, training graduate students in teaching, and doing research on teaching are interwoven in the author's career. This article reviews significant learning experiences in my career from 1946–1986. From my experience, I have learned the importance of support from peers for students, prospective teachers, and researchers. I have also learned the importance of thinking about the thoughts and motives of others in teaching, training teachers, and doing research.
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Chambers, E. "Editorial: Research-led Teaching/Teaching-led Research?" Arts and Humanities in Higher Education 5, no. 2 (2006): 115–16. http://dx.doi.org/10.1177/1474022206063646.

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Giraud, Françoise, and Olivier Saulpic. "Research-based teaching or teaching-based research." Qualitative Research in Accounting & Management 16, no. 4 (2019): 563–88. http://dx.doi.org/10.1108/qram-10-2017-0097.

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Purpose The relationship between research and teaching – sometimes referred to as the research–teaching nexus – is an important issue in education literature. However, although it is acknowledged that this question is specific to each discipline, it is rarely addressed in the management accounting (MA) literature. Outside MA, the literature focuses on the influence of research on teaching but rarely touches on the influence of teaching on research. This paper has two aims: to enhance the understanding of the research–teaching link in MA and to analyse the link from teaching into research. Design/methodology/approach The paper is based on a reflexive analysis of a case in which the content of a management control course progressively changed over a period of 15 years. The authors structure their description of the case using Dewey’s concept of inquiry. Findings This paper first shows that designing the content of this course was a form of research and it produced knowledge. This analysis also suggests that the influence of research on teaching can take other forms than introducing research results or methods into teaching; designing teaching content is nurtured by not only scientific considerations but also pedagogical considerations and lecturers’ values; and linking research and teaching raises different issues dependent on the stance adopted by MA scholars in their research. Research limitations/implications The academic community should seriously consider that knowledge can be produced in a teaching context, through the design of a teaching content. Originality/value This paper contributes to an inquiry process by documenting how course content is actually designed, which has not yet been done in the MA literature.
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Riessman, Catherine Kohler. "Teaching Research." Journal of Teaching in Social Work 8, no. 1-2 (1994): 281–303. http://dx.doi.org/10.1300/j067v08n01_15.

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Fowler, Susan B. "Teaching Research." Clinical Nurse Specialist 28, no. 4 (2014): 205–8. http://dx.doi.org/10.1097/nur.0000000000000059.

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Huang, Li, and Qin Huang. "The Research on the Teaching Resource Database‘s Construction of “Modern Educational Technology” Course Teaching." Applied Mechanics and Materials 411-414 (September 2013): 2842–45. http://dx.doi.org/10.4028/www.scientific.net/amm.411-414.2842.

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The problems in “Modern Educational Technology” Course Teaching mainly include: repeatedly preparing lessons, different emphasis by different professional background‘s teachers, the content behind the practical application, old teaching methods. To maximize the integration and sharing of the "modern education technology" course teaching’s resources from teachers, teaching materials, students and learning processes, promote the teachers’ development, and improve the course teaching‘s efficiency, the paper introduced the teaching resource database to the course teaching. Besides, the paper analyzed and discussed the significance and function demand of the teaching resource database’s construction. The results show that course teaching based on the teaching resource database can solve the problems above and improve the course teaching‘s efficiency.
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Davis, Bryn. "Research-based teaching." Nursing Standard 4, no. 48 (1990): 38–40. http://dx.doi.org/10.7748/ns.4.48.38.s42.

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Schrag, Brian. "Teaching Research Ethics." Teaching Ethics 8, no. 2 (2008): 79–110. http://dx.doi.org/10.5840/tej2008826.

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Wivagg, Dan. "Teaching & Research." American Biology Teacher 51, no. 7 (1989): 392. http://dx.doi.org/10.2307/4448963.

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CENTENO, ANGEL M., M. ALEJANDRA BLANCO, and MARCELO VILLAR. "Teaching as Research." Academic Medicine 77, no. 5 (2002): 462–63. http://dx.doi.org/10.1097/00001888-200205000-00036.

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Dissertations / Theses on the topic "Teaching with research"

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Byrne, James William. "Teaching and learning ethical research competence in qualitative research." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494300.

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This thesis presents an autoethnographic account of an Action Research inquiry into the teaching and learning of research ethics in a particular university department. UiMS: My aims were: (1) to figure out how to research the following three questions: (a) How is it possible to teach and/or learn ethical research competence? (b) How is it currently done? And (c) is it important/possible/relevant to improve current approaches? Then, (2) to apply my learning to developing a solution to identified problems.
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Mansour, Tamam Botrous. "Teaching research to undergraduate nursing students." free to MU campus, to others for purchase free online, 2002. http://wwwlib.umi.com/cr/mo/preview?3052197.

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Cobb, H., and Karina T. Croucher. "Assembling Archaeology: Teaching, practice and research." Oxford University Press, 2020. http://hdl.handle.net/10454/17951.

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No<br>Assembling Archaeology provides a radical rethinking of the relationships between teaching, researching, and practicing as an archaeologist in the twenty-first century. At its heart, this book addresses the marketization of higher education, demonstrating how this fundamentally impacts contemporary archaeological practice. The book proposes a solution which is grounded in a theoretical rethinking of archaeological teaching, training, and practice. Archaeology is currently undergoing a material turn which sees the revaluing of artefacts, objects, and the non-human in understanding the world. Drawing upon this, Cobb and Croucher approach the discipline as a subject of investigation and offer a new perspective founded upon the notion of learning assemblages. The holistic approach they propose challenges traditional power structures and the global marketization of the higher education system. The issues addressed here are global and applicable wherever archaeology is taught, practiced, and researched. This book is therefore valuable to all archaeologists, from academics to those in Cultural Resource Management, from heritage professionals to undergraduate students, and provides significant insights for educators throughout higher education.
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Brown, Beth Lynne. "Improving Teaching Practices through Action Research." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/26869.

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This study investigated teachersâ perceptions of the influences of action research on their thinking about instructional practices and the impact of this thinking on teaching practices. The four specific areas of investigation were teachersâ perceptions about (a) the overall teacher role, (b) teachersâ knowledge about teaching, (c) teaching practices, and (d) reflective practices. The data were collected from interviews with teacher researchers, informal classroom observations, and collection of teacher and student work and related artifacts. The data revealed that teachers perceived changes in the four areas of investigation. Engaging in the stages of action research provided teachers with a methodical structure for implementing and analyzing the teaching and learning process. This defined structure guided teachers through more systematic and conscious data collection, data analysis, and reflection.<br>Ph. D.
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Fowler, Leah Cheryl. "(Re) constituting the teaching self: narrative explorations of difficulty in teaching." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0024/NQ32707.pdf.

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Usatine, Richard, Jim Holt, Alex Verdieck-Devlaeminck, and Miranda Lu. "Dermoscopy: Opportunities for Learning, Teaching, and Research." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6448.

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This roundtable discussion will give family medicine educators and researchers an opportunity to come together and strategize about how to increase the penetration of dermoscopy within our residency programs. Attendees can include family physicians with years of expertise in dermoscopy along with beginners wondering how to get started. We will share ideas about how to learn dermoscopy along with a handout listing the many free online and digital resources available. A discussion will be facilitated about best methods for teaching dermoscopy to interested residents and faculty. We will also share current research and provide opportunities to collaborate on new research into the best methods for teaching dermoscopy. Upon completion of this session, participants should be able to: Identify online and digital resources for learning and teaching dermoscopy. Discuss the pros and cons of the various dermoscopic algorithms that can be the foundation for a dermoscopy curriculum in a family medicine residency. Collaborate to launch research to help inform family medicine educators about the most effective methods for teaching dermoscopy.
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Johnson, Lisa Dawn. "Faculty Teaching Goals at Senior Research Universities." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30701.

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The purpose of this study was to identify faculty teaching goals at senior research universities and to determine variables which could be used to predict these goals. The eight disciplines used in this study were: accounting, chemistry, computer science, economics, English, math, mechanical engineering, and psychology. The independent variables were: gender, academic rank, course level, tenure, and four Biglan categories (pure-hard, pure-soft, applied-hard, and applied-soft). Using the Teaching Goals Inventory (Angelo &amp; Cross, 1993), the teaching goals and primary teaching role of faculty at senior research universities across eight academic disciplines were identified (N = 352). Through a principal axis factor analysis, seven factors emerged for the data gathered from the Teaching Goals Inventory, results of which were slightly different from that of previous research. Further analyses indicated differences between the teaching goals and primary teaching role of faculty at senior research universities, community colleges, and four-year colleges. Seven one-way ANOVAs and subsequent post-hoc comparisons were conducted which indicated significant differences (p < .05) among the factor means across the eight academic disciplines. Comparisons of the primary teaching role across the eight academic disciplines also indicated significant differences (p < .05) in the percentage of faculty selecting each of the six roles. Furthermore, this study provides additional evidence to support the theory that the Biglan categories help explain the differences in teaching goals across academic disciplines. Significant differences (p < .05) were detected in the teaching goals and primary teaching role of senior research university faculty across the four Biglan categories. Through regression analyses, three of the four Biglan categories, gender, and level of course entered as predictors of teaching goals. Academic rank and tenure did not enter into any of the regression equations; however, further analyses indicated these variables were intercorrelated with several other independent variables. Implications for these findings are discussed.<br>Ph. D.
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Ryan, Patricia Mary. "Teacher candidate knowledge about effective teaching research /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487323583621542.

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Kruger, H. J. M. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1005629.

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Paper 1. The purpose of this analysis is to critically evaluate the Lower Primary Mathematics programme within the context of the Namibian educational reform, against the backdrop of learner-centred education from within the Constructivist epistemology. Through the analysis of a small-scale survey, I will try to determine the extent to which learners, teachers and other educationalists, involved in the Lower Primary school phase, understand the new approach to Mathematics and their pedagogical and theoretical insight into the new programme. I will also analyse the syllabus documents in view of the educational policies and further discuss the social, historical and economic background to the reform. I will then analyse the progress or development of the reform process through discussing the learning environment as well as the learners who are the central participants in education. Paper 2.This critical discussion aims to explore the prospects and underlying principles of the epistemologies of two opposing paradigms of education: Behaviourism and Constructivism. I have critically examined and compared the theoretical aspects that shape and inform the model of instruction and the systemic implications of the learning process. The purpose was to compare both learning theories and to draw a conclusion of which the better epistemology is for the teaching and learning process. Paper 3. This is an investigation into the theories that underpin and inform mathematics teaching in the Lower Primary phase of the primary school in Namibia. The Namibian society requires the development of knowledge and understanding, skills and competencies, attitudes and values, which everyone must have to be able to function adequately in society on a social, economic and political level (MBESC 1996). We need to seek ways of enhancing mathematics teaching in Namibia if we want to live up to the expectations of our society. Paper 4. Mathematicians and researchers across the globe have theorised and speculated about education reform movements, which aim for more than just structural knowledge where it concerns Mathematics. This action research study is based on the findings of a pilot study about 'Problem-based Learning', using this as a basis to investigate the relationship between the intentions of the Lower Primary Mathematics curriculum and its implementation at classroom level. This paper reports on a case study of two grade one teachers' perceptions of problem solving as a key component of Mathematics learning and how the implementation of the problem-based approach could be supported through intervention. Data was gathered from a series of cycles of planning, acting, observing and reflecting. Analysis of the data indicates that teachers' professional development lies within a willingness to change and in reflexive practice. Given focused support to teachers could result in the application of contemporary approaches to Mathematics teaching, with an overall improvement of constructivist-oriented learner-centred education.
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Muwanga-Zake, Johnnie Wycliffe Frank. "Research portfolio." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003610.

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A survey carried out during 1998 in rural schools of the South East Region (Butterworth) in the Eastern Cape Province revealed that science teachers do not seem to know their problems in teaching science. Teachers related their problems to lack of apparatus and laboratories. However, it appeared that lack of conceptual understanding of science and of practical skills prevented teachers from preparing practical approaches in the classrooms. Lack of conceptual understanding could have also been the cause of the teacher's inability to innovate and manipulate apparatus. The call for laboratories also seemed to be caused by lack of knowledge of what is done in a laboratory. Practical approaches to science seemed to be further undermined by the irrelevance of apparatus and science in a rural setting, where few community members and teachers might have never used apparatus or done practical exercises anywhere. It is recommended that an integrated approach towards improving science education is required. That is, by means of workshops, all role-players in science education such as teacher training institutions such as Rhodes University, NGOs, the Department of Education and pre-service as well as in-service teachers, should discuss the problems in science education. There is a need to supply basic apparatus and to make sure that in-service and pre-service courses emphasise skills in the use of apparatus, innovating apparatus and practical experiences, along with improving the teacher's conceptual understanding of science. A science college of education is highly recommended to enable a special focus on the plight of science education in the Eastern Cape Province. It also felt that rural areas require special attention in terms of designing outcomes and learning experiences that bear relevance to that environment. The assumption that science education as perceived in industrialised areas can be beneficial everywhere is dangerous and gives science a bad name in rural areas. The survey also showed that triangulation of research instruments is necessary to increase validity and reliability of any research programme. The most useful method appeared to be video recording the interviews.
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Books on the topic "Teaching with research"

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Brew, Angela. Research and Teaching. Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-36502-5.

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Chambers, John H. Empiricist Research on Teaching. Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-015-8060-1.

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Kember, David. Improving teaching through action research. Higher Education Research and Development Society of Australasia, 1993.

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Kuhlthau, Carol Collier. Teaching the library research process. 2nd ed. Scarecrow Press, 2002.

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Teaching the library research process. 2nd ed. Scarecrow Press, 1994.

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Sunal, Dennis W. Research based undergraduate science teaching. Information Age Publishing, Inc., 2014.

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Avineri, Netta. Research Methods for Language Teaching. Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-56343-9.

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Mickan, Peter, and Elise Lopez, eds. Text-Based Research and Teaching. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-59849-3.

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Pennington, Martha C., and Pamela Rogerson-Revell. English Pronunciation Teaching and Research. Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-47677-7.

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Hartmann, Reinhard R. K. Teaching and researching lexicography. Longman, 2000.

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Book chapters on the topic "Teaching with research"

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Goldberg, David P. "Teaching Research Methods: ‘Doing Your Own Research’." In Teaching Psychiatry. John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9780470974544.ch11.

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McAlpine, Lynn, and Cheryl Amundsen. "Achieved Research-Teaching (Researcher Route)." In Post-PhD Career Trajectories. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-57660-6_5.

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Katgert-Merkelijn, J. K. "Research and Teaching." In The Letters and Papers of Jan Hendrik Oort. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-5764-3_1.

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Brew, Angela. "Teaching as Research." In Research and Teaching. Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-36502-5_6.

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Brew, Angela. "Teaching-Enhanced Research." In Research and Teaching. Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-36502-5_8.

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Webber, Martin. "Teaching practice research." In The Routledge Handbook of Social Work Practice Research. Routledge, 2020. http://dx.doi.org/10.4324/9780429199486-24.

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Fuchs, Eric, and Bronislaw Czarnocha. "Teaching Research Interviews." In The Creative Enterprise of Mathematics Teaching Research. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-549-4_16.

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Czarnocha, Bronislaw, William Baker, Olen Dias, and Vrunda Prabhu. "Teaching Research Communities." In The Creative Enterprise of Mathematics Teaching Research. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-549-4_33.

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Schwartz, Laurent. "Militating, Teaching, Research." In A Mathematician Grappling with His Century. Birkhäuser Basel, 2001. http://dx.doi.org/10.1007/978-3-0348-7584-4_8.

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Pommerening, Arne. "Research-Driven Teaching." In Staying on Top in Academia. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65467-2_7.

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Conference papers on the topic "Teaching with research"

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Beliveau, Yvan J. "Teaching Construction." In Construction Research Congress 2003. American Society of Civil Engineers, 2003. http://dx.doi.org/10.1061/40671(2003)52.

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Altimira, Mireia, and Lisa Prahl-Wittberg. "TEACHING RESEARCH METHODOLOGIES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1690.

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Ahde-Deal, Petra, Mette Henriksen, and Rasmus Andersen. "Teaching Wearables." In Design Research Society LearnXDesign 2019. Design Research Society, 2019. http://dx.doi.org/10.21606/learnxdesign.2019.01020.

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Ahde-Deal, Petra, Mette Henriksen, and Rasmus Andersen. "Teaching Wearables." In Design Research Society LearnXDesign 2019. Design Research Society, 2019. http://dx.doi.org/10.21606/learnxdesign.2019.14020.

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Alse, Kavya. "Teaching." In ICER '16: International Computing Education Research Conference. ACM, 2016. http://dx.doi.org/10.1145/2960310.2960348.

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Mustonen, Lea, and Susan Heikkilä. "FROM A STUDENT TO A RESEARCH ASSISTANT – STUDENT'S PROFESSIONAL GROWTH IN RESEARCH AND DEVELOPMENT." In 8th Teaching & Education Conference, Vienna. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.008.019.

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White, Su, and Alastair Irons. "Relating research and teaching." In the 14th annual ACM SIGCSE conference. ACM Press, 2009. http://dx.doi.org/10.1145/1562877.1562905.

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Jiuzhi, Mao, Zhao Rui, and Zhou Xiaona. "Accounting computerized teaching research." In 2010 2nd IEEE International Conference on Information and Financial Engineering (ICIFE). IEEE, 2010. http://dx.doi.org/10.1109/icife.2010.5609499.

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Sivilotti, Paolo A. G., and Bruce W. Weide. "Research, teaching, and service." In the 35th SIGCSE technical symposium. ACM Press, 2004. http://dx.doi.org/10.1145/971300.971464.

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Dou, Jihua, Chuanwei Zhu, and Xingbao Yang. "System Seminar Teaching Research." In Proceedings of the 4th International Conference on Humanities Science, Management and Education Technology (HSMET 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/hsmet-19.2019.81.

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Reports on the topic "Teaching with research"

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Sedgwick, John. Research and Classroom Teaching. The Economics Network, 2007. http://dx.doi.org/10.53593/n629a.

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Mearman, Andrew. Integrating teaching and research. The Economics Network, 2006. http://dx.doi.org/10.53593/n630a.

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Kaplan, Todd R. Combining Research and Teaching. The Economics Network, 2007. http://dx.doi.org/10.53593/n628a.

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Jeffries, Ian. Research-led Teaching at Swansea. The Economics Network, 2009. http://dx.doi.org/10.53593/n820a.

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Forgues-Puccio, Gonzalo. Is Teaching Good For Research Productivity? The Economics Network, 2009. http://dx.doi.org/10.53593/n817a.

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Chatterji, Monojit. Should Research Infect Teaching in Economics? The Economics Network, 2006. http://dx.doi.org/10.53593/n627a.

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Brewer, Tony. Research and Teaching: a personal perspective. The Economics Network, 2006. http://dx.doi.org/10.53593/n626a.

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McCallen, R. McCallen Professional Research and Teaching Leave Report. Office of Scientific and Technical Information (OSTI), 2015. http://dx.doi.org/10.2172/1239209.

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McMahon, Michael. Reflections on Teaching in a Research-intensive University. The Economics Network, 2010. http://dx.doi.org/10.53593/n1191a.

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Fevig, Ronald Adrey, and John Nordlie. Blending research and teaching through high-altitude balloon projects. Iowa State University. Library. Digital Press, 2011. http://dx.doi.org/10.31274/ahac.8142.

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