National Centre for Research Methods
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Building a cumulative body of knowledge - community studies (part 3 of 3)
No full textProfessor Graham Crow in the third (of three) part of the NCRM online resource on ‘The rationale and research design of community studies’. This video is part of the online learning resources from the National Centre for Research Methods (NCRM). To access all videos and the supporting materials (presentation slides, datasets, recommended reading, links to related publications and resources) visit https://www.ncrm.ac.uk/resources/online/community_studies
From learning about sensors to living with sensors: Lessons from Public Involvement in a smart home for healthcare project
No full textMeeting the challenge of teaching research methods online: findings from the pedagogy of methodological learning study
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Natural geographical experiments in economic inequality | Professor Danny Dorling
No full textIn the 2018 NCRM annual lecture, Professor Danny Dorling discusses how an analysis of different countries' economic policies can act as real-life experiments demonstrating economic inequalities
NCRM podcast: Making space for Big Qual: new ideas in research methods and teaching
No full textIn a special mini-series of our podcast, we discuss the secondary analysis of large-scale qualitative data as a new research method. Here Lynn Jamieson from the University of Edinburgh and Sarah Lewthwaite from the University of Southampton reflect on the method’s development and potential use in the teaching of research method
Practical aspects and methodological challenges in research using linked data
No full textJames Doidge talks at the NCRM Autumn School 2017
https://www.ncrm.ac.uk/autumn
Methods that teach: developing pedagogic research methods, developing pedagogy
Get PDFThis paper addresses ways of researching the pedagogy involved in building research methods competencies in the social sciences. The lack of explicit and shared pedagogy in this area make it particularly important that research is conducted to stimulate pedagogic culture, dialogue and development. The authors discuss the range of methods used in one study with the aim of teasing out pedagogical content knowledge, making implicit pedagogic knowledge more explicit and thereby malleable. The research design and methods deliberately foster dialogue with, rather than cast a judgmental gaze upon, teachers and learners of research methods. Rejecting observational methods on this basis, and declining action research because of the level of participant pedagogic knowledge and commitment required, the authors examine a combination of expert panel, video stimulated dialogue and diary methods for building pedagogic knowledge and culture. These ‘methods that teach’ are argued to offer value for other researchers working in new and emerging teaching fields, where pedagogy is particularly ‘hard to know’ and pedagogic content knowledge and pedagogic culture are underexplored or underdeveloped