Linking Research and Teaching in Qualitative Courses.

Autor/in	Mullen, Carol A.
Titel	Linking Research and Teaching in Qualitative Courses.
Quelle	(1999), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; College Instruction; Cooperation; Experimental Teaching; Graduate Students; Higher Education; Interpersonal Relationship; Models; Qualitative Research; Research Methodology; Student Attitudes; Teaching Methods + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Hochschullehre; Co-operation; Kooperation; Experimentalunterricht; Experimentelle Pädagogik; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Analogiemodell; Qualitative Forschung; Research method; Forschungsmethode; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper presents an approach to the improvement of qualitative research courses in graduate schools, based on the case study of a graduate class. The study sought to link research to teaching through a qualitative research workshop. The course was developed to promote two goals: (1) community-building among graduate researchers, and (2) creative flexibility in how data is interpreted, and employs the use of conventional (systematic, analytical, and exploratory) and alternative (artistic, interpretive, and impressionistic) approaches to present qualitative data. Twenty-two graduate students from various fields participated in a classroom study in 1998 of a research workshop that included reflection on alternative data sources and techniques such as collages, poems, videos/films, photographs, stories, and conversations. It is argued that experimental forms of inquiry can advance the research workshop as a place for stimulating fresh ideas that engage the qualitative development of graduate students and their texts, and can provide a context and methodology for studying and guiding collaborative, self-directed learning. Students' comments from course evaluations indicated that they benefitted from the quality of the course experience, interpersonal growth, professional and intellectual development, and creative experimentation. (Contains 27 references.) (MDM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01