Abstract
There are now a plethora of research method books in the social sciences and education addressing quantitative and qualitative approaches to research, with some recently published ones including mixed methods as well (see, for example, Johnson and Christensen, 2008; Teddlie and Tashakkori, 2009). There are, however, a paucity of textbooks on how to teach research methods in academe and the present book initiates to fill this gap. As the editors state, 'the book is not a "research methods" one, but on the teaching of research methods'. The editors are from three different continents (Europe, Africa and North America) and the contributors come from a variety of countries from across the globe to represent different perspectives. The authors also form a cohort of senior, experienced researchers as well as early career academics teaching at both undergraduate and postgraduate levels. The editors state that they decided to place the focus largely (although not exclusively) on less widely discussed matters which concern qualitative research, given the sizable literature on quantitative research methods in general and the teaching of statistics in particular. The disciplines represented in the book include anthropology, education, nursing, psychology, social work and sociolinguistics.
The book contains five parts, 19 chapters, eight figures, 14 tables, a comprehensive and useful bibliography and an index. The first part, including two chapters, discusses historical perspectives in teaching research methods. Part 2 with six chapters addresses the important issue of approaches to the curriculum. Part 3 includes five chapters and elaborates on the approaches to developing research competence. Part 4 devotes four chapters to approaches to teaching particular methods and, finally, Part 5, which covers the last two chapters of the book, draws on approaches to teaching non-traditional students.
The book contains five parts, 19 chapters, eight figures, 14 tables, a comprehensive and useful bibliography and an index. The first part, including two chapters, discusses historical perspectives in teaching research methods. Part 2 with six chapters addresses the important issue of approaches to the curriculum. Part 3 includes five chapters and elaborates on the approaches to developing research competence. Part 4 devotes four chapters to approaches to teaching particular methods and, finally, Part 5, which covers the last two chapters of the book, draws on approaches to teaching non-traditional students.
| Original language | English |
|---|---|
| Number of pages | 3 |
| Journal | Discourse and Society |
| Publication status | Published - 7 Sept 2010 |
| Externally published | Yes |