Teaching Ethnographic Research Methods in Social Work

Sells, Scott P.; Smith, Thomas E.; Newfield, Neal A.

doi:10.1080/10437797.1997.10778861

Cited by 55 publications

(15 citation statements)

References 35 publications

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“…Page (1997) focusses on validity as a topic in the qualitative RM curriculum. Sells, Smith and Newfield (1997) argue that teaching ethnographic methods in a social work curriculum increases students' interest and broadens their skill set. Eleven articles addressed data analysis and software in qualitative RM.…”

mentioning

confidence: 99%

The state of the art of teaching research methods in the social sciences: towards a pedagogical culture

Wagner

Garner

Kawulich

2011

Studies in Higher Education

179

138

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No formal pedagogical culture for research methods (RM) in the social sciences seems to exist and as part of our endeavour to establish such a culture this article reviews current literature about teaching RM and identifies the gaps in the research. Articles in academic journals spanning a 10 year period were collected by searching academic catalogues and compiling a database of 195 articles published in 61 journals. These articles were reviewed and are discussed according to seven themes. Three specific gaps in research are identified that indicate some new agendas for research on teaching RM in the social sciences. The implications for developing a pedagogical culture for RM from the current literature reviewed are discussed.

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mentioning

confidence: 99%

The state of the art of teaching research methods in the social sciences: towards a pedagogical culture

Wagner

Garner

Kawulich

2011

Studies in Higher Education

179

138

View full text Add to dashboard Cite

show abstract

“…This approach differs from a more sequential approach in which the first half of the course would focus on one methodology and the second half would be reserved for the other methodology. The side by side strategy was intended to promote greater comparison and contrast between the two methodologies and enhance student learning (for a similar point of view, see Sells, Smith, & Newfield, 1997). Second, there would be use of separate texts on qualitative and quantitative research methods rather than a single text that presented both perspectives.…”

Section: Philosophy Guiding Course Developmentmentioning

confidence: 99%

“…The intention was to avoid this imbalance of perspectives. Finally, all assignments would require students to demonstrate their knowledge and familiarity with both qualitative and quantitative methods (for the benefit of taking this approach, see Sells et al, 1997;Sells, Smith, & Sprenkle, 1995).…”

Section: Philosophy Guiding Course Developmentmentioning

confidence: 99%

“…Dunlap (1993) and others (Henley & Dunlap, 1996;Morris, 1992;Reissman, 1993;Wodarski, Feit, & Green, 1995), for instance, discuss the need for inclusion of content related to validity and reliability, and pre-, quasi-, and true-experimental research design. Reissman (1993), Newfield (1997), andZeiger (1995) identify the essential qualitative research content for inclusion in a research course. Sells et al (1997) describe a teaching module in which they identify the specific content related to teaching ethnographic research.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Reissman (1993), Newfield (1997), andZeiger (1995) identify the essential qualitative research content for inclusion in a research course. Sells et al (1997) describe a teaching module in which they identify the specific content related to teaching ethnographic research. The strategies described to enhance research instruction Sar et al 45 included ways of engaging social work students in the learning of statistics (Forte, 1995), incorporating experiential exercises into classroom instruction (Sheldon, 1985;Whiteman & Nielsen, 1990), and having students read research studies relevant to social work (Globerman, 1993) in addition to textbook materials.…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

“Equal Time” and “Equal Voice”

Sar

Yankeelov

Wulff

et al. 2003

Journal of Teaching in Social Work

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This paper outlines the development, implementation, and qualitative and quantitative evaluations of a foundation research course structured to give "equal time" and "equal voice" to both qualitative and quantitative research content. Assessment of this integrative approach suggested that students' gain in qualitative research knowledge was strongly correlated with their gain in quantitative research knowledge (r = .653, p < .0005), and some students believed "I am better able to evaluate my practice" as a result of taking this course.

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“Doors are not locked, just closed”: Latino perspectives on college

Gardella

Candales

Ricardo-Rivera

2005

New Dir Adult Contin Educ

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As adult Latina/Latino students advanced from a community college to a four-year college, a transition course and mentoring program engaged students and educators in a reciprocal process of change.This chapter explores the experiences of students and educators in "Comenzamos: Latinas/Latinos in Social Work," a transition course and mentoring program for adult Latina/Latino students who were preparing to advance from an urban community college to a four-year college or university. The "Comenzamos (Let' s begin)" course paired adult Latina/Latino social work students with mentors who were themselves Latina/Latino social workers with baccalaureate or master' s degrees. Students perceived the Comenzamos course as a transitional experience for themselves and their families. As they gained confidence in their educational goals, they hoped to raise their families' educational expectations and improve the likelihood that their children would go to college. Similarly, we educators perceived the course as a transitional experience for ourselves and our colleges and universities. In seeking culturally meaningful support for adult Latina/Latino students, we formed new relationships with Latino families and communities, joining with students in a reciprocal process of learning and cultural change.

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Teaching Ethnographic Research Methods in Social Work

Cited by 55 publications

References 35 publications

The state of the art of teaching research methods in the social sciences: towards a pedagogical culture

The state of the art of teaching research methods in the social sciences: towards a pedagogical culture

“Equal Time” and “Equal Voice”

“Doors are not locked, just closed”: Latino perspectives on college

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