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Journal articles on the topic 'Teaching with research'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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

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9

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

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10

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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11

Moore, John W. "Research/Teaching Partnerships." Journal of Chemical Education 79, no. 9 (2002): 1031. http://dx.doi.org/10.1021/ed079p1031.

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12

Moore, John W. "Teaching As Research." Journal of Chemical Education 79, no. 5 (2002): 535. http://dx.doi.org/10.1021/ed079p535.

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13

Delyser, Dydia. "Teaching Qualitative Research." Journal of Geography in Higher Education 32, no. 2 (2008): 233–44. http://dx.doi.org/10.1080/03098260701514074.

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14

Royse, David. "Teaching Research Online." Journal of Teaching in Social Work 20, no. 1-2 (2000): 145–58. http://dx.doi.org/10.1300/j067v20n01_09.

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15

Levis, John M. "Teaching-oriented research." Journal of Second Language Pronunciation 5, no. 1 (2019): 1–12. http://dx.doi.org/10.1075/jslp.18043.lev.

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Abstract This paper examines some of the factors that make for a good teaching-oriented paper, in which research and practice are most clearly connected. Such papers have clear research questions, explicit and systematic approaches to teaching and learning for experimental and control groups, improvement measured by pre and posttests, and well-developed teaching implications. Various papers from different journals are used to illustrate the characteristics of successful teaching-oriented papers.

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16

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

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17

Cihak, Herbert E. "Teaching Legal Research." Legal Reference Services Quarterly 19, no. 3-4 (2001): 27–40. http://dx.doi.org/10.1300/j113v19n03_03.

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18

Champion, Victoria. "Research Teaching Strategies." Nurse Educator 13, no. 5 (1988): 5. http://dx.doi.org/10.1097/00006223-198809000-00003.

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19

Leach, Anna, and Champion &NA;. "Research Teaching Strategies." Nurse Educator 14, no. 1 (1989): 5. http://dx.doi.org/10.1097/00006223-198901000-00002.

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20

Lagowski, J. J. "Research as Teaching." Journal of Chemical Education 66, no. 4 (1989): 273. http://dx.doi.org/10.1021/ed066p273.

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21

Thomas, Lewis. "TEACHING AND RESEARCH." Annals of the New York Academy of Sciences 128, no. 2 (2006): 577–81. http://dx.doi.org/10.1111/j.1749-6632.1965.tb11669.x.

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22

Ornstein, Allan C. "Research on Teaching." Education and Urban Society 18, no. 2 (1986): 176–81. http://dx.doi.org/10.1177/0013124586018002004.

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23

Stahl, Frieda A. "Research and Teaching." College Teaching 39, no. 3 (1991): 97–99. http://dx.doi.org/10.1080/87567555.1991.10532436.

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24

Schachter, Hindy Lauer. "Teaching versus Research." College Teaching 39, no. 2 (1991): 85–86. http://dx.doi.org/10.1080/87567555.1991.9925495.

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25

Lehna, Carlee, and Susan Pfoutz. "Teaching Nursing Research." Nurse Educator 24, no. 6 (1999): 24–27. http://dx.doi.org/10.1097/00006223-199911000-00012.

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26

Henderson, LaRhee, Charisse Buising, and Piper Wall. "Teaching undergraduate research." Biochemistry and Molecular Biology Education 36, no. 1 (2008): 28–33. http://dx.doi.org/10.1002/bmb.20134.

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27

Duckworth, Eleanor. "Teaching As Research." Harvard Educational Review 56, no. 4 (1986): 481–96. http://dx.doi.org/10.17763/haer.56.4.x07k810711514163.

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After an extended account of two features which she considers to be the essence of teaching,Eleanor Duckworth describes how such teaching can, at the same time, be seen as a form of research. In conclusion, she proposes a vision of teachers as significant participants in theoretical and pedagogical discussions on the nature and development of human learning.

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28

Mcmurray, Adela J. "Teaching action research." Active Learning in Higher Education 7, no. 1 (2006): 37–50. http://dx.doi.org/10.1177/1469787406061146.

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29

Irvine, J. Maxwell. "Teaching versus research." Perspectives: Policy and Practice in Higher Education 1, no. 2 (1997): 41–43. http://dx.doi.org/10.1080/1360318970010203.

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30

Poulin, Karen L. "Teaching Qualitative Research." Counseling Psychologist 35, no. 3 (2007): 431–58. http://dx.doi.org/10.1177/0011000006294813.

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Qualitative research has become increasingly perceived as well suited to the advancement of counseling psychology, yet opportunities for formal training in qualitative inquiry remain inconsistently available within and across graduate programs. For the potential contribution of this approach to counseling psychology to be realized, graduate students need routine access to adequate and appropriate coursework. In this article, the author shares a design and rationale for an introductory course in qualitative research, describes typical challenges faced by students, and offers strategies for fostering student learning and success. Limitations of the approach are discussed and recommendations offered based on lessons learned from practice.

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31

KOSHLAND, D. E. "Teaching and Research." Science 251, no. 4991 (1991): 249. http://dx.doi.org/10.1126/science.251.4991.249.

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32

Zhen, Willa. "Teaching Research Skills to Vocational Learners: Teaching Chefs to Research." Scholarship and Practice of Undergraduate Research 4, no. 2 (2021): 21–26. http://dx.doi.org/10.18833/spur/4/2/6.

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This article focuses on teaching and mentoring course-based undergraduate research in a vocationally focused higher education setting. At the Culinary Institute of America (CIA), students are immersed in hands-on experiential classes. Their education begins with basic culinary techniques, and they gradually progress toward more specialized cooking skills such as the techniques of specific world regions or the production of specialty products such as chocolates and wedding cakes. The author discusses pedagogical techniques used to teach these learners, who are not the usual participants in independent research projects during a senior capstone. This article examines how to blend and utilize hands-on, experiential activities as part of teaching data gathering and the research process.

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33

Ellis, Rod. "Teaching and Research: Options in Grammar Teaching." TESOL Quarterly 32, no. 1 (1998): 39. http://dx.doi.org/10.2307/3587901.

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34

Hattery, Angie, and Shannon Davis. "Teaching Feminist Research Methods: Evidence-Based Teaching." Innovations in Teaching & Learning Conference Proceedings 7, no. 1 (2015): 90. http://dx.doi.org/10.13021/g80c72.

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What are Feminist research methods and how are they different from other, non-Feminist research methods? This presentation begins by interrogating the question of how research methods become labeled as Feminist. Building on this knowledge, we detail how this investigation guided our implementation of a new Feminist Research Methods course. The evaluation [research] of this course yielded information regarding the deeply ingrained connection students have between certain research methods and Feminist practice, despite completing a course that explicitly argued for the application of the label "Feminist" to any research rooted in Feminist theory or practices, regardless of the methodologies employed. Additionally, the evaluation [research] we performed of the first offering of this course has allowed us to revise the course based on evidence, not just "hunches," in ways that improve the student experience as well as identify some of the structural and pedagogical challenges when teaching Feminist research methods.

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35

Weber, Keith. "Connecting Research to Teaching: Teaching Trigonometric Functions: Lessons Learned from Research." Mathematics Teacher 102, no. 2 (2008): 144–50. http://dx.doi.org/10.5951/mt.102.2.0144.

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Trigonometry is an important subject in the high school mathematics curriculum. As one of the secondary mathematics topics that are taught early and that link algebraic, geometric, and graphical reasoning, trigonometry can serve as an important precursor to calculus as well as collegelevel courses relating to Newtonian physics, architecture, surveying, and engineering. Unfortunately, many high school students are not accustomed to these types of reasoning (Blackett and Tall 1991), and learning about trigonometric functions is initially fraught with difficulty. Trigonometry presents many first-time challenges for students: It requires students to relate diagrams of triangles to numerical relationships and manipulate the symbols involved in such relationships. Further, trigonometric functions are typically among the first functions that students cannot evaluate directly by performing arithmetic operations.

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36

Weber, Keith. "Connecting Research to Teaching: Teaching Trigonometric Functions: Lessons Learned from Research." Mathematics Teacher 102, no. 2 (2008): 144–50. http://dx.doi.org/10.5951/mt.102.2.0144.

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Trigonometry is an important subject in the high school mathematics curriculum. As one of the secondary mathematics topics that are taught early and that link algebraic, geometric, and graphical reasoning, trigonometry can serve as an important precursor to calculus as well as collegelevel courses relating to Newtonian physics, architecture, surveying, and engineering. Unfortunately, many high school students are not accustomed to these types of reasoning (Blackett and Tall 1991), and learning about trigonometric functions is initially fraught with difficulty. Trigonometry presents many first-time challenges for students: It requires students to relate diagrams of triangles to numerical relationships and manipulate the symbols involved in such relationships. Further, trigonometric functions are typically among the first functions that students cannot evaluate directly by performing arithmetic operations.

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37

Wagnild, Gail M. "Research Quest: A Research Teaching Method." Journal of Nursing Education 31, no. 9 (1992): 425–26. http://dx.doi.org/10.3928/0148-4834-19921101-13.

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38

Weinsheimer, Joel. "Teaching and/or Research." Renascence 56, no. 4 (2004): 275–85. http://dx.doi.org/10.5840/renascence200456411.

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39

HELLELAND, Botolv. "Name Research and Teaching." Onoma 39 (December 31, 2004): 7–18. http://dx.doi.org/10.2143/ono.39.0.2020699.

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40

Suydam, Marilyn N., and Mark Driscoll. "Research Report: Effective Teaching." Arithmetic Teacher 33, no. 9 (1986): 19–48. http://dx.doi.org/10.5951/at.33.9.0019.

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In any field, one way to plan for a program's excellence is to study those programs that have been recognized for their excellence and to try to isolate the influential factors. During 1983 and 1984, the Northeast Regional Exchange (NEREX) engaged in “A Study of Exemplary Mathematics Programs.” The study, funded by the National Institute of Education, sought to “identify and describe factors and conditions associated with excellence in precollege mathematics.” Excellence was defined by student outcomes—test scores, awards, consistently high course enrollments, and so on.

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41

Curzer, Howard J., Mark Wallace, Gad Perry, Peter Muhlberger, and Dan Perry. "Teaching Wildlife Research Ethics." Teaching Ethics 12, no. 1 (2011): 95–112. http://dx.doi.org/10.5840/tej201112118.

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42

LUNDMARK, CATHY. "Teaching Science through Research." BioScience 52, no. 1 (2002): 8. http://dx.doi.org/10.1641/0006-3568(2002)052[0008:tstr]2.0.co;2.

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43

von Schlegell, Barbara R., and John L. Hayes. "Research & Teaching Resources." Middle East Studies Association Bulletin 28, no. 1 (1994): 38–53. http://dx.doi.org/10.1017/s0026318400028522.

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44

White, Su, and Alastair Irons. "Relating research and teaching." ACM SIGCSE Bulletin 41, no. 3 (2009): 75–79. http://dx.doi.org/10.1145/1595496.1562905.

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45

Pilcher, Jobeth. "Teaching Nurses About Research." Neonatal Network 34, no. 1 (2015): 41–45. http://dx.doi.org/10.1891/0730-0832.34.1.41.

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ABSTRACTThe purpose of this article is to provide educators with teaching and learning strategies aimed at engaging participants in learning more about research and related topics, such as quality improvement and evidence-based practice. This article includes various creative strategies.

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46

Gollenstede, Andreas. "Teaching/Research Project “Wheelmap”." Proceedings of the ICA 1 (May 16, 2018): 1–2. http://dx.doi.org/10.5194/ica-proc-1-48-2018.

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In recent years new didactic concepts and approaches have been developed and evaluated at the universities. The concept for cartography lectures presented in this article is based on the close link of research and teaching/learning. The students are involved in all essential steps of a scientific project taking place during a series of lectures – beginning with the development of the scientific issues, followed by the choice and execution of the research methods and finally the presentation of the achieved outcomes. The specific project introduced here is based on self-experiments in which students took the perspective of wheelchair users entrusted with the task to map places, which are accessible for people with impairments. Among others, the goal set for the students was to develop an appropriate concept for the mobile acquisition of data and to visualise the final results by different methods of cartography.

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47

Freeman Jr., Sydney, and Steven D Bird. "Teaching Qualitative Research Online." Informing Faculty 3 (2018): 01. http://dx.doi.org/10.28945/3895.

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As Sydney Freeman, Jr., Associate Professor in the Adult, Organizational Learning and Leadership program at the University of Idaho’s College of Education, did one final review of his syllabus for ED 589 Theoretical Applications & Design of Qualitative Research, he knew that this was a different approach to teaching qualitative research. Generally, this kind of information was better taught in person where students could have physical interactions with their professor. The material was often quite challenging to teach. However, this structure was different than many qualitative courses taught across the United States are structured. This was not going to be easy.

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48

van der Meer, Frans-Bauke, and Peter Marks. "Research and teaching PA." Teaching Public Administration 34, no. 1 (2015): 109–16. http://dx.doi.org/10.1177/0144739415613655.

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49

Bay, E. "Research and Teaching Aids." ASA News 23, no. 3 (1990): 25. http://dx.doi.org/10.1017/s0002021400012020.

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50

Karp, Stewart. "Research Is to Teaching..." Journal of Chemical Education 79, no. 3 (2002): 310. http://dx.doi.org/10.1021/ed079p310.2.

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