research methods in teaching

How to Read and Interpret Research to Benefit Your Teaching Practice

Teachers can find helpful ideas in research articles and take a strategic approach to get the most out of what they’re reading.

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Have you read any education blogs, attended a conference session this summer, or gone to a back-to-school meeting so far where information on PowerPoint slides was supported with research like this: “Holland et al., 2023”? Perhaps, like me, you’ve wondered what to do with these citations or how to find and read the work cited. We want to improve our teaching practice and keep learning amid our busy schedules and responsibilities. When we find a sliver of time to look for the research article(s) being cited, how are we supposed to read, interpret, implement, and reflect on it in our practice? 

There has been much research over the past decade building on research-practice partnerships . Teachers and researchers should work collaboratively to improve student learning. Though researchers in higher education typically conduct formal research and publish their work in journal articles, it’s important for teachers to also see themselves as researchers. They engage in qualitative analysis while circulating the room to examine and interpret student work and demonstrate quantitative analysis when making predictions around student achievement data.

There are different sources of knowledge and timely questions to consider that education researchers can learn and take from teachers. So, what if teachers were better equipped to translate research findings from a journal article into improved practice relevant to their classroom’s immediate needs? I’ll offer some suggestions on how to answer this question.

Removing Barriers to New Information

For starters, research is crucial for education. It helps us learn and create new knowledge. Teachers learning how to translate research into practice can help contribute toward continuous improvement in schools. However, not all research is beneficial or easily applicable. While personal interests may lead researchers in a different direction, your classroom experience holds valuable expertise. Researchers should be viewed as allies, not sole authorities.

Additionally, paywalls prevent teachers from accessing valuable research articles that are often referenced in professional development. However, some sites, like Sage and JSTOR , offer open access journals where you can find research relevant to your classroom needs. Google Scholar is another helpful resource where you can plug in keywords like elementary math , achievement , small-group instruction , or diverse learners to find articles freely available as PDFs. Alternatively, you can use Elicit and get answers to specific questions. It can provide a list of relevant articles and summaries of their findings.

Approach research articles differently than other types of writing, as they aren’t intended for our specific audience but rather for academic researchers. Keep this in mind when selecting articles that align with your teaching vision, student demographic, and school environment.

Using behavioral and brain science research, I implemented the spacing effect . I used this strategy to include spaced fluency, partner practices, and spiral reviews (e.g., “do nows”) with an intentional selection of questions and tasks based on student work samples and formative/summative assessment data. It improved my students’ memory, long-term retention, and proficiency, so I didn’t take it too personally when some of them forgot procedures or symbols.

What You’ll Find in a Research Article

Certain elements are always included in a research article. The abstract gives a brief overview. Following that, the introduction typically explains the purpose and significance of the research—often through a theoretical framework and literature review. Other common sections of a research article may include methodology, results or findings, and discussion or conclusion.

The methodology section explains how the researchers answered their research question(s) to understand the topic. The results/findings section provides the answer(s) to the research question(s), while the discussion/conclusion section explains the importance and meaning of the results/findings and why it matters to readers and the field of education at large.

How to Process Information to Find What You’re Looking For

To avoid getting overwhelmed while reading research, take notes. Many articles are lengthy and filled with complex terminology and citations. Choose one relevant article at a time, and jot down important points or questions.

You could apply many strategies to read research, but here’s an idea that takes our time constraints and bandwidth as teachers into account:

• First, read the title and full abstract, then scan and skim the introduction. You’ll be able to see if it’s relevant to your interests, needs, and whether you need to continue reading. 
• After you’ve decided if the research is relevant to your classroom and professional development, jump straight to the discussion/conclusion section to see the “so what” about the research findings and how they could apply to your classroom. Review the findings/results section after for more details if needed.

Decipher the Details in the Data 

As a math, science, or English language arts teacher, you might come across figures, tables, or graphs that could spark ideas for your lessons. Some of these visuals and data may seem complex and difficult to understand. To make sense of them, take it slow and read through the notes and descriptions carefully.             

For example, researchers C. Kirabo Jackson and Alexey Makarin created a graph to show that middle school math teachers who had online access and support to use high-quality materials saw a positive impact on math test scores, especially when they used the materials for multiple lessons. The notes below the graph explain how the data was collected and which school districts were involved in the study.

Lastly, after reading the findings/results section, you’ll understand the gist of the research and if it’s applicable to your needs. Reading beyond these sections depends on your schedule and interests. It’s perfectly normal if it takes additional time to digest these sections.

When it comes to reading research, teachers don’t have to go it alone. School and district leaders can involve us in discussions about research findings and their practical implications for our school during professional learning community meetings or professional development sessions before the start of the school year. Even if only a few teachers participate in this process, sharing the main points with peers and the principal can have a significantly positive impact on improving direct instruction for students.

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How do you capture your students' attention in your Research Methods course? What works, and what doesn't? What are some of the challenges you face, and how do you overcome them?

SAGE authors Gregg Van Ryzin and Dahlia Remler share their vast experience and approach to teaching Research Methods to students with diverse interests and different degrees of prior training. In this new webinar, you will learn how they convey to students that research matters in their fields. They'll cover often-challenging topics, such as:

• Incorporating real-world examples of research into your teaching
• Encouraging students to distinguish causation from correlation
• Using intuitive path models to think about multivariate relationships
• Additional engaging approaches

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Teaching and Learning Research Methodologies in Education: A Systematic Literature Review

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"Research Methods in Education, 8th Edition is an up-to-date, one-stop shop, taking education research students from conceptualization to presentation. With this book on your library shelf, you are good to go.”

Welcome to the companion website for Research Methods in Education , 8th edition, by Louis Cohen, Lawrence Manion and Keith Morrison.

On this accompanying website, you will find the following resources:

• PowerPoint slides
• Additional materials (including examples, case studies and links to useful websites) to support chapters in the book
• SPSS data files to support chapters 38–44
• NVivo data files to support chapters 32–37
• Downloadable tables and figures from the book
• A link to an interactive training programme in research methods

What people are saying about Research Methods in Education , 8th edition:

Very much still the key text for “all” education students and researchers. Cohen et al continue to update Research Methods in Education , with new theoretical, ethical, virtual and mixed methods information. It’s worth noting the impressive web page and links to materials for all chapters which is still the benchmark when looking at the competition for books in this area of social and education research.

Dr Richard Race, Senior Lecturer in Education, Roehampton University, UK

A clear enhancement on the already well established text. The new edition addresses an important need to explain research design and question setting in more detail, helping guide the newcomer through the research process from inception through analysis to reporting.

David Lundie, Associate Professor of Education, University of St Mark & St John, UK

Research Methods in Education is a unique book for everybody who has to undertake educational research projects. The book gives an in depth understanding of quantitative and qualitative research designs and offers a practical guide for data collection and data analysis. It is an essential "friend" for teachers and students from various disciplines who are not familiar with social science research.

Dr Ellen P.W.A. Jansen, Associate Professor Teacher Education, University of Groningen, The Netherlands

Research Methods in Education continues to offer an excellent route map, a well-structured and inspiring travel guide, for students engaging in research. It works across levels, and while it provides clarity for the beginning researcher there is plenty here to aid the seasoned researcher with an open mind to new approaches and emerging practices. A superb text that provides guidance for my own research as well as for students and partners in research projects

Peter Shukie, Lecturer in Education Studies and Academic Lead in Digital Innovation, University Centre at Blackburn College, UK

Research Methods in Education is, besides being my personal favorite research methods book, a deep as well as a broad handbook useful both for undergraduate teacher education students as well as researchers and PhD students within educational sciences. In this new edition, new chapters are added emphasizing both quantitative and qualitative methods in combination with thought-through discussions about how to mix them. The book can be used when planning a project and then throughout the whole research process and is therefore a complete methods book.

Karolina Broman, Senior Lecturer in Chemistry Education, Umeå university, Sweden

Comprehensive, well written and relevant: the 8th edition of Research Methods in Education offers the background for methods courses at different levels. The new edition keeps the strong focus on education studies. Excellent extensions will make the book an even more popular basis for classes on both qualitative and quantitative methods.

Felix Weiss, Assistant Professor for Sociology of Education, Aarhus University, Denmark

Research Methods in Education , 8th Edition is an up-to-date, one-stop shop, taking education research students from conceptualization to presentation. With this book on your library shelf, you are good to go.

Dr Fiona McGarry, Lecturer in Research Methods, University of Dundee, UK

The 8th edition of Research Methods in Education contains a wealth of up-to-the-minute information and guidance on educational research which will be of immense value to researchers at all stages of their careers and across the education domain from early years settings to higher education. As research and education move into increasingly fluid and complex dimensions, Research Methods in Education will support students, researchers and practitioners in charting a course through these changing waters as they seek to create new knowledge about effective teaching and deepen our understanding of how learners learn.

Julia Flutter, A Director of the Cambridge Primary Review Trust, Faculty of Education, University of Cambridge, UK

As a doctoral supervisor I know that my students routinely return to Research Methods in Education as they develop their own research projects. This text has always been a mainstay on our reading lists but this new edition now features additional research topics and new perspectives on a wider range of research methods. As with previous editions this book is clearly organised and well written and appeals to a wide audience of experienced and novice researchers alike.

Dr Val Poultney, Associate Professor, University of Derby, UK

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Research Methods in Education

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This rewritten, expanded and updated 7 th edition of the long-running bestseller Research Methods in Education encompasses the whole range of methods currently employed by educational research at all stages. It offers plentiful and rich practical advice, underpinned by clear theoretical foundations, research evidence and up-to-date references.

Chapters new to this edition cover:

Causation, critical educational research, evaluation and the politics of research, including material on cross-cultural research, mixed methods and participatory research

Choosing and planning a research project, including material on sampling, research questions, literature reviews and ethical issues

Meta-analysis, research syntheses and systematic reviews

Virtual worlds and internet research

Using and analysing visual media and data in educational research

Organizing and presenting qualitative data, content analysis, coding and computer analysis, themes, narratives, conversations and discourses, grounded theory

Understanding and choosing statistical tests, descriptive and inferential statistics, multi-dimensional measurement and factor analysis

Research Methods in Education is essential reading for both the professional researcher and students of education at undergraduate and postgraduate level, who need to understand how to plan, conduct, analyse and use research.

The textbook is accompanied by a website: www.routledge.com/textbooks/cohen7e. PowerPoint slides for every chapter contain an outline of the chapter structure followed by a thorough summary of the key points, ideal for both lecturers and students.　 Within the book a variety of internet resources are referred to and these references have been included here, with links to the websites.　 A wide range of supplementary documents are available for many chapters, providing additional guidance and examples.　 They range from guidelines for the contents of a research proposal with a worked example, to screen-print manuals for using SPSS and QSR N6 NUD*IST (exportable to N-Vivo) plus data files.

TABLE OF CONTENTS

Part | 2  pages, part 1 the context of educational research, chapter 1 | 28  pages, 1 the nature of enquiry: setting the field, chapter 2 | 17  pages, 2 critical educational research, chapter 3 | 6  pages, evaluation and the politics of educational research, chapter 4 | 19  pages, the search for causation, part 2 planning educational research, chapter 5 | 30  pages, the ethics of educational and social research, chapter 6 | 10  pages, 6 choosing a research project, chapter 7 | 28  pages, 7 planning educational research, chapter 8 | 22  pages, chapter 9 | 14  pages, sensitive educational research, chapter 10 | 38  pages, validity and reliability, part 3 style of educational research, chapter 11 | 29  pages, naturalistic, qualitative and ethnographic research, chapter 12 | 8  pages, historical and documentary research in education, chapter 13 | 33  pages, surveys, longitudinal, cross- sectional and trend studies, chapter 14 | 14  pages, case studies, chapter 15 | 9  pages, ex post facto research, chapter 16 | 23  pages, experiments, quasi- experiments, single- case research and internet- based experiments, chapter 17 | 9  pages, meta- analysis, research syntheses and systematic reviews, chapter 18 | 18  pages, action research, chapter 19 | 13  pages, virtual worlds in educational research, part 4 strategies and instruments for data collection and researching, chapter 20 | 32  pages, questionnaires, chapter 21 | 35  pages, chapter 22 | 12  pages, chapter 23 | 20  pages, observation, chapter 24 | 20  pages, chapter 25 | 14  pages, personal constructs, chapter 26 | 18  pages, role- playing, chapter 27 | 7  pages, visual media in educational research, part 5 data analysis, chapter 28 | 10  pages, approaches to qualitative data analysis, chapter 29 | 12  pages, organizing and presenting qualitative data, chapter 30 | 15  pages, coding and content analysis, chapter 31 | 14  pages, discourses: conversations, narratives and autobiographies as texts, chapter 32 | 10  pages, analysing visual media, chapter 33 | 6  pages, grounded theory, chapter 34 | 18  pages, approaches to quantitative data analysis, chapter 35 | 19  pages, descriptive statistics, chapter 36 | 31  pages, inferential statistics, chapter 37 | 25  pages, multidimensional measurement and factor analysis, chapter 38 | 8  pages, choosing a statistical test.

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Teaching and learning research methodologies in education: a systematic literature review.

1. Introduction

2. methodology, objective, and research questions, 2.1. methods: data sources, search strategy, eligibility criteria, and selection processes, 2.2. methods: data items selection, study risks, and study selection and characteristics, 3.1. on scientific encounters from personal emotions: (mis-)understandings about methodological knowledge among learners and instructors, ways to understand methodological knowledge in education through ‘safe sides’ or ‘critical turns’, 3.2. undertaking research with and without the development of research competencies: organising a course on research methods in education, adoption of research methodologies courses and the translation of research competencies acquired into knowledge construction, 3.3. critical engagements through pedagogical practices of peer collaboration: developing research methods in education courses, taking into account all specificities, student-centred approaches in active collaborative environments, 3.4. pedagogical culture of learners and instructors: learning-centred course designs aiming at scientific cultures, enabling students and instructors to develop as research practitioners, 4. conclusions, author contributions, institutional review board statement, informed consent statement, data availability statement, conflicts of interest.

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Matos, J.F.; Piedade, J.; Freitas, A.; Pedro, N.; Dorotea, N.; Pedro, A.; Galego, C. Teaching and Learning Research Methodologies in Education: A Systematic Literature Review. Educ. Sci. 2023 , 13 , 173. https://doi.org/10.3390/educsci13020173

Matos JF, Piedade J, Freitas A, Pedro N, Dorotea N, Pedro A, Galego C. Teaching and Learning Research Methodologies in Education: A Systematic Literature Review. Education Sciences . 2023; 13(2):173. https://doi.org/10.3390/educsci13020173

Matos, João Filipe, João Piedade, André Freitas, Neuza Pedro, Nuno Dorotea, Ana Pedro, and Carla Galego. 2023. "Teaching and Learning Research Methodologies in Education: A Systematic Literature Review" Education Sciences 13, no. 2: 173. https://doi.org/10.3390/educsci13020173

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1st Edition

A Practical Guide to Teaching Research Methods in Education Lesson Plans and Advice from Faculty

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Description

A Practical Guide to Teaching Research Methods in Education brings together more than 60 faculty experts. The contributors share detailed lesson plans about selected research concepts or skills in education and related disciplines, as well as discussions of the intellectual preparation needed to effectively teach the lesson. Grounded in the wisdom of practice from exemplary and award-winning faculty from diverse institution types, career stages, and demographic backgrounds, this book draws on both the practical and cognitive elements of teaching educational (and related) research to students in higher education today. The book is divided into eight sections, covering the following key elements within education (and related) research: problems and research questions, literature reviews and theoretical frameworks, research design, quantitative methods, qualitative methods, mixed methods, findings and discussions, and special topics, such as student identity development, community and policy engaged research, and research dissemination. Within each section, individual chapters specifically focus on skills and perspectives needed to navigate the complexities of educational research. The concluding chapter reflects on how teachers of research also need to be learners of research, as faculty continuously strive for mastery, identity, and creativity in how they guide our next generation of knowledge producers through the research process. Undergraduate and graduate professors of education (and related) research courses, dissertation chairs/committee members, faculty development staff members, and graduate students would all benefit from the lessons and expert commentary contained in this book.

Table of Contents

Aimee LaPointe Terosky is Professor of Educational Leadership, Director of the Interdisciplinary Doctor of Educational Leadership program, and university liaison to School District of Philadelphia at Saint Joseph's University, USA. Her expertise in K-12 and Higher Education is in  teaching/learning, urban principal and faculty careers, and qualitative research. Vicki L. Baker is the E. Maynard Aris Endowed Professor in Economics and Management at Albion College, USA. She currently serves as the faculty director of the Albion College Community Collaborative. Her most recent book　is Managing Your Academic Career: A Guide to Re-Envision Mid-Career 　(Routledge 2022). Jeffrey C. Sun 　is professor of higher education and law and distinguished university scholar at the University of Louisville. Dr. Sun’s research examines the extent to which policy instruments, other legal actions, and innovative interventions advance or inhibit academic operations through college teaching, learning, and knowledge creation.

Critics' Reviews

A Practical Guide to Teaching Research Methods in Education: Lesson Plans and Advice from Faculty is an example of university faculty identifying and resolving a problem found in their practice of teaching. The book offers a wealth of pedagogical lessons that connect the concepts, processes, and tools of research methodology to student backgrounds and needs to enhance understanding and success. Every teacher of research methods will benefit from this professional development." -- Jill A. Perry, PhD (​she/her/hers), Associate Professor of Practice, Dept of Educational Foundations, Organizations, and Policy Studies, University of Pittsburgh, USA "A Practical Guide to Teaching Research Methods in Education: Lesson Plans and Advice from Faculty 　is an essential contribution to the toolkit of education faculty. This volume spans qualitative, quantitative, and mixed methods, and provides faculty with expert advice and plans to engage students. From the classroom novice to seasoned faculty, A Practical Guide to Teaching Research Methods in Education: Lesson Plans　and Advice from Faculty is a welcome addition to the library of educators invested in instructing students embarking on their research journeys." -- Richard J. Reddick, Senior Vice Provost for Curriculum and Enrollment, and Dean of Undergraduate Studies, Distinguished Service Professor, Department of Educational Leadership and Policy, The University of Texas at Austin, USA "As someone who has extensively studied effective teaching across research universities and community colleges, I believe this book serves as an exemplary resource for any faculty member who has struggled with how to get across complex ideas to novice and aspiring researchers. The unique combination of providing a lesson plan that instructors can pick up and immediately use with the discussion of the intellectual journey of developing the lesson is exactly what we need to improve teaching and learning in higher education research classes, dissertations, and research projects." -- Audrey J. Jaeger, Executive Director, Belk Center for Community College Leadership and Research, W. Dallas Herring Professor of Community College Education, USA "A Practical Guide to Teaching Research Methods in Education: Lesson Plans and Advice from Faculty is bound to be a seminal resource for faculty and students alike. The book goes step-by-step through the research process. It starts with when students are working on getting clear about the problem they are researching and works its way to when scholars are identifying the implications of their findings for research, practice, and policy. The inclusion of lesson plans will provide faculty with an incredible resource as they teach and guide their students through the research process. This is the type of book that one can use during a course and subsequently return to again and again as a resource." -- Milagros Castillo-Montoya, Associate Professor of Higher Education and Student Affairs, Co-PI, Bill and Melinda Gates Foundation Grant, USA "Over a 40-year faculty career, I co-learned with my students, especially those students designing, conducting, and completing their dissertation research. This book, written with insight into the teaching of the research process, provides faculty with support for co-learning, particularly the importance of knowing one's own research perspective and the importance of understanding student goals and passions for creating new knowledge. The theoretical and practical examples provided in this book are invaluable to all involved in the research process." -- Caroline Sotello Viernes Turner, Professor Emerita, Higher Education and Ethics, Arizona State University, USA; Past President, Association for the Study of Higher Education

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• Frontiers in Research Metrics and Analytics
• Research Methods
• Research Topics

Tools, Frameworks, and Approaches for Enhancing Research Methods Teaching

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Teaching research methods courses to undergraduates and postgraduate students across a range of disciplinary and pedagogic contexts highlights the importance of improving the quality of teaching the subject. Such pedagogic enhancements are expected to facilitate a richer student research experience by ...

Keywords : Research methods teaching, research methodology

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/images/cornell/logo35pt_cornell_white.svg" alt="research methods in teaching"> Cornell University --> Graduate School

Cirtl at cornell, future faculty program, teaching as research support.

Teaching as Research is the deliberate, systematic, and reflective use of research methods by instructors to develop and implement teaching practices that advance the learning experiences and outcomes of both students and teachers. ( As defined by the CIRTL Network ).

Workshops and experience with Teaching as Research programming can be a great capstone experience for graduate students and postdocs interested in learning more about teaching and learning, enhancing their CVs, and moving closer to an academic career. Cornell and the CIRTL Network offer several options for learning more about and engaging in Teaching as Research projects.

1. To learn more, start with the Teaching as Research section of the CIRTL Network website, or explore these videos:

• Recorded Panel (58 minutes): Introducing Teaching as Research: A Systematic Approach to Improving Your Teaching – CIRTL Network faculty and staff, Fall 2020
• Recorded Research Presentation (7 min): Impact of Modality and Camera Usage on Student Performance in a Microbiology Classroom – Janani Hariharan (PhD, Soil and Crop Sciences), Cornell University, Spring 2021 CIRTL All-Network Teaching as Research Presentations.

2. See examples of what other Cornell graduate students and postdocs have done in terms of TAR projects at these links:

• Peer-reviewed Articles and  Conference Presentations
• Cornell University’s Classroom Research Working Paper Series (6 volumes starting in 2011-2012)
• Cornell University TAR Project Titles and Practitioners

3. Explore the professional development opportunities below.

Additionally, an increasing number of Cornell faculty and postdocs are conducting cutting-edge education research within STEM disciplines (biology, physics, chemistry, etc.), in some cases associated with the university-wide Active Learning Initiative at Cornell supported by the Center for Teaching Innovation .

How to Get Involved

Through participation in the CIRTL Network and a  there are an increasing number of options available for graduate students and postdocs to pursue formal training in planning and implementing Teaching as Research projects, described in more detail below.

CIRTL Network Training

Take an online cirtl course: planning your teaching as research project.

Participants will work on refining their research question, conducting a literature review, defining student outcomes for their project, and identifying appropriate learning activities and assessments that align with those outcomes. Throughout the course, participants will draft components of their project plan and provide feedback on each other’s work; they will have a completed TAR project plan by the end of the course. Sessions will be highly interactive and require active engagement and participation. A letter of completion will be provided.

Course details:

• Instructors: Colleen McLinn, Cornell University, and Brian Smentkowski, University of Idaho
• Format and Frequency: This flipped course meets synchronously online over 6 weeks with assignments in advance of attending class. Offered at least annually.
• Information on Summer 2023 course

Participate in online workshops and seminars from the CIRTL Network

The CIRTL Network has Teaching as Research (TAR) programming to support those interested in or currently carrying out work in this area, including all-Network online presentations, panel discussions with alumni who have done TAR projects, and other workshops on how to use TAR experience as an asset in the job search. Cornell participants who have done Teaching as Research projects may be able to sign up to present their work at the all-Network symposia.

Video resources about Teaching as Research created for a prior massive open online course on evidence-based STEM Teaching are also available for self-study.

Cornell University Training

Research groups, seminars and discussions.

The Teaching and Learning Reading Group meets semi-monthly in association with the Active Learning Initiative supported by the Center for Teaching Innovation (CTI). Contact: Carolyn Aslan, Center for Teaching Innovation (crc1), and Natasha Holmes, Assistant Professor of Physics (ngholmes). See past readings and listserv info

Additionally, Discipline-Based Education Research (DBER) faculty in Arts and Sciences have formed a new Cornell Discipline-based Education Research (CDER) group that are offering other journal clubs and graduate-level courses about Education Research on a periodic basis.

Attend the Connecting Research and Teaching Conference

This conference (co-hosted by the Graduate School and Center for Teaching Innovation from 2012-2020) highlights and supports the research of graduate students and postdocs, faculty and staff into effective teaching. Hear oral and poster presentations, participate in roundtables, and network with others interested in collecting evidence to inform their teaching practice and build their skills for careers in academia. Learn more about the Connecting Research and Teaching Conference

Participate in the Scholarship of Teaching and Learning (SoTL) Program

This workshop program is an individualized and group-mentored opportunity for graduate students and postdocs to design a first Teaching as Research project in their disciplines. P articipants  usually  begin to plan project methods in the fall, investigate human subjects requirements, and carry out and present  the project in spring semester, although some have been able to conduct a pilot-scale study within a single semester. There are no pre-requisites to participation, but a brief application and meeting with the program instructor is required.

As well as participating in approximately four cohort meetings, participants summarize and present their findings for their findings for a Teaching as Research  conference  as a poster (oral presentations may also be possible) . Participants also have the o ption to write up their study question, methods and findings as a manusc ript for a  Working Paper Series . Participants selected for the program are eligible to receive up to  $500  in support  to defray project expenses and subsidize additional training or conference travel.

SoTL Program details:

• Contacts: Colleen McLinn ( [email protected] ), Graduate School Future Faculty and Academic Careers
• Not credit-bearing
• Frequency: Meets 4-6 times for 2 hours during the year. Offered annually, typically with a fall-semester start.

Learn more about the Scholarship of Teaching and Learning program

Dissertation Research

With special committee approval and faculty partnership, some graduate students have been able to expand upon efforts from an early Teaching as Research project into a dissertation or chapters of a dissertation in their field of study.

Recent examples:

• Jessica Rose Abel (Ph.D., 2018), English Language and Literature, Teaching Joyce’s Ulysses
• Allison Truhlar (Ph.D., 2017), Biological and Environmental Engineering, Survival of Escherichia coli  in Agricultural Soils and Student Engagement in Online Discussions

With the recent addition of tenure-stream faculty specializing in Discipline-Based Education Research (DBER) as part of Active Learning Initiatives at Cornell, some graduate students are now pursuing dissertations advised by these faculty.

Pursuing a graduate minor in education at Cornell is also an option that may be a good fit in some cases.

Reading List

Here are some recent readings we recommend for practitioners interested in Scholarship of Teaching and Learning (SoTL) and Teaching as Research.

• Chick, Nancy. (2019). Strategies for Ethical SoTL Practice . National Teaching and Learning Forum 28 (6), 7-10.

The Role of Perceived Need-Supportive Teaching in Promoting Willingness to Communicate in EFL: Variable-and Person-Centered Examinations of Self-Determination Theory among Chinese High School Students

• Regular Article
• Published: 20 September 2024

Cite this article

• Jin Yan 1 ,
• Ning Luo 2 ,
• Meihui He 3 ,
• Zhuo Chen 4 &
• Ruixiang Gao   ORCID: orcid.org/0000-0003-3817-1473 3  

While willingness to communicate (WTC) is crucial for success in learning English as a foreign language (EFL), many Chinese EFL students prioritize test performance over communication skills, which hampers their language learning outcomes. Self-determination theory suggests that need-supportive teaching can improve students’ motivation by satisfying their needs for autonomy, competence, and relatedness. However, limited research has examined how need-supportive teaching facilitates Chinese EFL learners’ WTC through enhanced self-determined motivation. Thus, this study aimed to bridge this gap using a novel combined methodology to offer complementary perspectives. Specifically, the variable-centered approach was used to reveal the mechanism by which need-supportive teaching improves WTC, while the person-centered approach was used to categorize Chinese EFL learners for practical application of these insights. The questionnaire survey was completed by 586 Chinese 10th graders. Bootstrap modeling demonstrated that autonomous motivation fully mediated the positive impact of perceived competence support and partially mediated the positive effect of perceived relatedness support on WTC, whereas perceived autonomy support and controlled motivation did not significantly influence WTC. Latent profile analysis identified three balanced subgroups characterized as overall low support, overall medium support, and overall high support, respectively, among which the high-support profile had the highest WTC. Research implications, limitations, and future directions are discussed.

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A Structural Model of Situational Constructs Accounting for Willingness to Communicate at a Japanese University

The Context-Sensitivity of Self-Concept and Willingness to Communicate in the Chinese EFL Classroom: A Case Study

The study of the relationship between willingness to communicate and self-regulation with the mediating role of self-efficacy among English foreign language learners: structural equation modelling approach

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The data presented in this study are available upon reasonable request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions.

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This work was supported by grants from the Teaching and Reform Project of the Advisory Committee of Foreign Language Teaching in Vocational Education, Ministry of Education, P. R. China (WYJZW-2023GD0033) and the Teaching and Reform Project of Guangdong Industry Polytechnic University (2022KCSZJG25).

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Yan, J., Luo, N., He, M. et al. The Role of Perceived Need-Supportive Teaching in Promoting Willingness to Communicate in EFL: Variable-and Person-Centered Examinations of Self-Determination Theory among Chinese High School Students. Asia-Pacific Edu Res (2024). https://doi.org/10.1007/s40299-024-00910-w

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Main article content, effects of blended and lecture teaching methods on students’ academic performance in research methodology in two basic schools of nursing in enugu state, south east nigeria, i.g. onwumere, n.p. ogbonnaya, i.l. okoronkwo.

Teaching and learning process involves interaction between the teacher and the learner through various teaching methods which show what to teach, how to teach and the effects they will have on academic performance. This study investigated the effects of blended, and lecture teaching methods on students’ academic performance in research methodology. This was a non-randomized control trial quasi-experimental study. Total population of 96 students from two basic nursing schools in Enugu State assigned to experimental (BTM) and control (LTM) groups participated in the study. The demographic information was obtained using self-developed demographic questions while validated achievement test on research methodology was administered before and after the intervention. Data analysis was carried out using Statistical Package for social sciences (SPSS) software version 25. BTM (pretest 43.70±9.20, 10.26% and 13.64%1st 2nd posttests, increase of 3.38% (P<0.05). LTM (pretest 44.68±9.59%, 48.25±6.30%, and 48.67±4.99% 1st 2nd posttests, increase of 0.43% (P>0.05). There was significant increase of 3.38% in the AP of basic nursing students after using blended teaching method in first and second posttests (P<0.05). There was increase of 0.43% in the AP after using LTM but not significant (P>0.05). There was statistically significant difference in the mean scores of pretests and posttests (P<0.05), of those exposed to BTM. BMT had a higher AP than LTM (P<0.05). BTM significantly improved AP while LTM showed least improvement on the AP of students in research methodology. BTM had positive effect in enhancing learning outcomes implying that students derive benefit from being taught using combined TMs.

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