Pedagogical Approach and Structure of Book

Approach

We are aware of the benefit of utilizing a well thought out, organized pedagogical technique to deliver content. The content of this textbook is structured in a way that will promote cumulative learning. Topics are introduced in the order of how the research process unfolds, there is a visual concept map that guides the reader through the text, and each chapter begins with Learning Objectives and has a Key Takeaway and Exercise section for application of the concepts. We use three main pedagogical approaches in this textbook: self-regulated learning, problem-based learning, and the case method. Each of these approaches is described in more detail below.

Self-Regulated Learning 

“Self-regulated learning (SRL) is the conscious planning, monitoring, and evaluation of one’s learning with the intention of maximizing it” (Nilson, 2016, p. 226). In SRL you as a student will use heightened levels of self-awareness to enhance deep, long-lasting learning. SRL occurs in three dimensions, (1) metacognitive: “Thinking about one’s thinking”, (2) meta-emotional: monitoring and directing one’s emotions to ensure efficient motivation, justified confidence, open-mindedness to challenging ideas, and perseverance and (3) environmental: finding and setting up the best physical conditions for one’s learning (Nilson, 2016). Each chapter will have SRL questions to promote internal checks.

The three stages of the SRL process (planning, monitoring, and evaluation) have been condensed in the current text to reflect only two: planning is referred to as “pre-awareness check” and “post-awareness check” references the evaluation stage. Though very relevant to the SRL process, the monitoring stage was substituted with other exercises presented within each section. The three dimensions of the SRL process will be reflected as follows: (1) metacognitive will be “knowledge” (2)  meta-emotional will be “emotion” and (3) environmental will be “environment”. There will be an abbreviated focus on the environmental dimension throughout the text as most of the application of the content occurs in a classroom setting or in the field.

Exercises: Problem-based Learning and Case Method 

The exercises in this textbook align with the pedagogies of problem-based learning (PBL) and the case method. Both teaching strategies employ the use of real-world, open-ended questions with multiple solutions that require students to complete outside research and analysis to find answers (Nilson, 2016). PBL and the case method have been shown to enhance engagement in learning, address higher order thinking skills, and increase student confidence in their own learning (Lundeberg & Yadav, 2006; Monrad & Molholt, 2017; Nilson, 2016).

At the end of each section within a chapter, you will find exercises to help you practice applying the content from that section to your research. Some of you may be completing a semester-long research project on a topic of your choice. If you have a project like this, you should complete Track 1 Exercises. These exercises will ask you to think about how your project connects to each chapter’s key takeaways. If you are not currently working on a research project, you should complete Track 2 Exercises. These exercises will focus on a different research problem in each chapter, and will ask you to apply your knowledge to these different areas of research. Track 2 exercises are designed to be accessible and relevant for students with a variety of backgrounds.

Structure

Rewrite this section once the book is finalized

Front matter from Chapter 1 (Copied from Book)

The textbook is divided into five parts. In the first part (Chapters 1-5), we will review how to orient your research proposal to a specific question you want to answer and review the literature to see what we know about it. Student research projects come with special limitations, as you don’t have many resources, so our chapters are designed to help you think through those limitations and think of a project that is doable. In the second part (Chapters 6-9), we will bring in theory, causality, ethics to help you conceptualize your research project and what you hope to achieve. By the end of the second part, you will create a quantitative and qualitative research question. Parts 3 and 4 will walk you through how to conduct quantitative and qualitative research, respectively. These parts run through how to recruit people to participate in your study, what to ask them, and how to interpret the results of what they say. Finally, the last part of the textbook reviews how to connect research and practice. For some, that will mean completing program evaluations as part of agency-based practice. For others, it will mean consuming research as part of continuing education as a practitioner. We hope you enjoy reading this book as much as we enjoyed writing it!

If you are still figuring out how to navigate the book using your internet browser, please go to the Downloads and Resources for Students page which contains a number of quick video tutorials. Also, the exercises in each chapter offer you an opportunity to apply what you wrote to your own research project, and the textbook is designed so that each exercise and each chapter build on one another, completing your proposal step-by-step. Of course, some exercises may be more relevant than others, but please consider completing these as you read.

References 

Lundeberg, M. A., & Yadav, A. (2006). Assessment of case study teaching: Where do we go from here? Part II. Journal of College Science Teaching, 35(6), 8–13.

Monrad, M., & Mølholt, A.-K. (2017). Problem-Based Learning in Social Work Education: Students’ Experiences in Denmark. Journal of Teaching in Social Work, 37(1), 71–86.

Nilson, L. B. (2016). Teaching at its best: A research-based resource for college instructors (4th ed.). John Wiley & Sons, Inc.