A Descriptive Analysis of Research Methods Classes in Departments of Kinesiology and Physical Education in the United States

Abstract

Research training takes many forms and is generally a part of graduate education. A common and important aspect of research training is the introductory research methods class offered by many departments. The purpose of this study was to examine the content, process, and instructors of introductory research methods classes in departments of kinesiology and physical education in the United States. A survey was designed and extensively pilot tested. The sample was selected from all departments offering graduate degrees in the United States. Among the many results, the data indicate that one book was required reading in more than half the classes and class size averaged about 19 students. A number of objectives were statedfor most classes, with understanding research, applying research to professional situations, critiquing the research literature, and planning research indicated most often. Quantitative design and analysis topics were emphasized more strongly than qualitative design and analysis topics. Professors indicated that more than half the class time was spent lecturing and most grades were based on exams, preparation of a research proposal, and regular assignments. The professors were relatively experienced, had a variety ofspecialty areas, and were reasonably productive researchers. The trends suggest that alternative research methodologies have not been quickly added to the research methods curriculum.

Research on Teaching in Physical Education Doctoral Dissertations: A Detailed Investigation of Focus, Method, and Analysis

“…Large aspects of this research preparation by doctoral students are the research methods classes they take-which often are the primary research training vehicles used to prepare educational researchers. A recent study (Silverman & Keating, 2002) suggested that qualitative methods have not been well integrated into introductory research-methods courses in departments of kinesiology and physical education, and that those who are teaching the courses may be from areas other than pedagogy with a less inclusive view of research methods. In addition, those classes taught in education departments may not provide a discussion of methodological alternatives in ways that students can participate in and learn about educational research (Metz, 2001).…”

Policies and Practices Regarding Students With Accents in Speech-Language Pathology Training Programs

“…Two questionnaires were designed: The “director survey” was generated for department and program chairs, clinic directors, and clinic coordinators, all referred to here as “directors.” The “student survey” was designed for SLP students at undergraduate and graduate institutions. Initial instruments were developed based on interviews with clinic staff and survey methods used in the SLP field and beyond (e.g., Roseberry-McKibbin et al, 2005; Silverman & Keating, 2002). The major areas identified for inclusion were students’ language backgrounds and skills, languages in which they planned to practice, and policies and practices when SLP students had foreign accents.…”