Qualitative research instructors seek information to help students actively engage in qualitative inquiry. They desire to learn about innovative, constructivist approaches that connect and empower students as a community of learners. Empowering Students as Self-Directed Learners of Qualitative Research Methods meets these needs with practices and approaches instructors may use to position students as active, empowered, self-directed learners who learn to do qualitative research by doing qualitative research. Students will find this book useful because it includes authentic student work, student reflections, factual classroom scenarios depicting professors guiding students as they devise research questions and determine the qualitative genre to best answer those questions as well as a chapter that includes a checklist to help students plan, revise, and edit the academic writing critical for communicating qualitative research. The book blends the thoughts of international scholars with the voices of students of qualitative research methods who participated in the transformative practices described in the book. The collective ideas meet the instructional, cultural, and psychological needs of diverse learners, including students from various disciplines, exceptionally able students, those with creative and artistic aptitudes, those from marginalized populations, English language learners, and those who struggle to master qualitative research methods. Contributors are: Christy Bebeau, Alisha Braun, Franz Breuer, Suzanne Franco, Anna Gonzalez-Pliss, Steven Haberlin, Alfredo Jornet, Yew Jin Lee, Erin Lunday, Janet Richards, Wolff-Michael Roth, Kia Sarnoff, Margrit Schreier, and William Thomas.

Engaging Students in Socially Constructed Qualitative Research Pedagogies offers innovative and creative strategies and theoretically grounded pedagogical approaches to actively engage students in qualitative inquiry and includes authentic teaching scenarios and examples of students’ work.

This text provides comprehensive coverage of the key methods for analyzing, interpreting, and writing up qualitative research in a single volume, and drawing on the expertise of major names in the field. Covering all the steps in the process of analyzing, interpreting, and presenting findings in qualitative research, the authors utilize a consistent chapter structure that provides novice and seasoned researchers with pragmatic, "how-to" strategies. Each chapter introduces the method; uses one of the authors′ own research projects as a case study of the method described; shows how the specific analytic method can be used in other types of studies; and concludes with questions and activities to prompt class discussion or personal study.

This text provides an easy-to-read introduction to qualitative research methods in social work, taking into account contemporary contexts and social conditions. Drawing from a range of social work perspectives, it allows the reader to make the connection between social work values, theory and specific research methods and approaches. Comprised of 11 chapters, it covers overarching epistemological perspectives and knowledge construction; designing a research question; research design and methods; data collection and analysis; research ethics and dissemination; and impact and research translation. Highlighting social work’s unique commitment to social justice, it positions social work research as embedded in the profession’s values. As the first book to comprehensively connect social work values and emancipatory frameworks, including decolonising practices, with research methods, it shows readers the connection between social work theory and choices in relation to ethical research design. This book is suitable for use on all BSW and MSW research modules across Australia and New Zealand as well as social work courses across the UK.

Doing Authentic Inquiry to Improve Learning and Teaching consists of 18 chapters, and 19 authors from 4 countries. The book is suited for use by educators, researchers and classroom practitioners involved in teaching and learning, teacher education, and policy. All chapters are grounded in urban contexts, but are broadly applicable. Multilogical research highlights uses of sociocultural theory, authentic, event-oriented, interpretive inquiry, narrative, and willingness to learn from difference. Methodologies are historically constituted, emergent, contingent, and participatory, embracing collaborative, and contemplative practices, and value of many voices and diverse meaning systems. Readers experience research that is potentially both personally and professionally transformative and applicable to today’s challenges. Contributors are: Jennifer D. Adams, Konstantinos Alexakos, Arnau Amat, Marissa E. Bellino, Mitch Bleier, Corinna Yolanda Brathwaite, Olga Calderon, Katelin Corbett, Amy DeFelice, Gene Fellner, Helen Kwah, Manny Lopez, Anna Malyukova, Kate E. O'Hara, Malgorzata Powietrzyńska, Isabel Sellas, Kenneth Tobin, and Yau Yan Wong.

Medical education has undergone a substantial transformation from the traditional models of the basic classroom, laboratory, and bedside that existed up to the late 20th century. The focus of this text is to review the spectrum of topics that are essential to the training of 21st-century healthcare providers. Modern medical education goes beyond learning physiology, pathophysiology, anatomy, pharmacology, and how they apply to patient care. Contemporary medical education models incorporate multiple dimensions, including digital information management, social media platforms, effective teamwork, emotional and coping intelligence, simulation, as well as advanced tools for teaching both hard and soft skills. Furthermore, this book also evaluates the evolving paradigm of how teachers can teach and how students can learn – and how the system evaluates success.

Research methods for social work have undergone several changes in the recent past, particularly in the areas of research designs, techniques of data collection, analysis of data and computer application in social work research. This volume cover four broad areas of research. This accessible book is based on the author extensive practical experience of carrying out and teaching research in the social work field. Social work research is shown to be both a distinctive academic enterprise and a task that can be accomplished effectively in line with the values and ethical principles that lie at the disciplines core. One of the most significant features of this book is the infusion of content on evidence-based practice in various chapters. This book is a valuable resource for social work students and practitioners carrying out research projects as well as practicing researchers and research educators in the discipline.

This practical and accessible book examines the knowledge base, skills and attitudes required for mentoring in the context of healthcare. Revised and updated to take account of the latest developments in healthcare, the text explores theories and research on mentoring by analysing their strengths and weaknesses. To complement his analytical style, Neil Gopee has introduced more interactive features to emphasise the application of theories and principles to various clinical settings. He also draws on the most recent standards and competencies for mentors and supervisors, and examines how they can be applied in day-to-day mentoring and clinical practice activities. Key features include: - Comprehensive content - examines learning styles; different learning environments; evidence-based care; principles of assessment; the mentor′s leadership; evaluation of teaching. - Practice-oriented - case studies offer links to ′real-life′ and the chapters provide effective frameworks for mentoring in practice. - Interactive - activities and think points encourage the reader to explore and apply concepts to their practice and roles. - Up-to-date - firmly based on current knowledge in the field. Mentoring and Supervision in Healthcare is a core text for mentor preparation courses in nursing, midwifery and across the healthcare sector. It supports learning and ongoing professional development for all healthcare professionals.

This book will benefit specialists in the field of the education sciences. It represents significant progress in knowledge production. Self-directed learning has become increasingly important, not only for education in South Africa but also for education sciences in the international arena. This is a result of the changing education landscape, caused by the demands of the 21st century as well as the rapid change in knowledge production. Learners should be equipped with skills to take responsibility for their own learning. New innovative strategies should be incorporated into teaching and learning in order to meet the changing demands in education. Traditional teacher-centred practices are still the norm in most South African schools and higher-education institutions and do not adequately prepare students for lifelong learning in the 21st century. The content focuses on the theory behind self-directed learning, explores strategies such as cooperative learning, problembased learning, case-based teaching and large-group teaching that enhance self-directed learning and the use of blended learning in a self-directed learning environment. The book demonstrates how self-directed learning can be enhanced in mathematics, computer-science and life-science education and through the use of student tutors for geography. Digital technology could, for example, also be used in innovative ways for education in isiZulu folk poetry. The findings are based on original empirical research and a sound theoretical-conceptual framework. In an environment of rapidly changing knowledge production, this book responds to the challenge of how to equip learners with the necessary skills to take responsibility for their own learning. The book presents innovative teaching and learning strategies for meeting the changing demands in education. Group activities, the responsibilities of learners and the obstacles that hinder their learning are analysed, and the way in which educators can support them is discussed. Educational values such as mutual trust are discussed, and self-directed assessment is explored. This is a timely collective work authored by experts who subscribe to the approach of self-directed learning. Educators should discover new teaching and learning strategies and value the integration of self-directed learning in the classroom.