4,990 research outputs found
Social Research Methods Pedagogy in the Digital Era
No full textMs Debbie Collins discusses the role of pedagogy in teaching and learning research method
The teaching and learning of social research methods online
No full textSocial research methods (SRM) enable social scientists to undertake research. These methods, along with research design, include quantitative, qualitative, and mixed methods, research ethics and data interpretation. In the UK, advanced SRM training is funded primarily through the Economic and Social Research Council (ESRC), with the aims of building research capacity and facilitating methodological innovation. The teaching and learning of SRM is therefore of strategic importance, yet it has often been overlooked. This research, funded by the ESRC, formed part of a wider pedagogy of methodological learning project which aimed to address this gap by better understanding the pedagogical demands of teaching SRM, and how those with more advanced methodological knowhow communicate their knowledge in ways that allow others to understand and make use of it. This study was concerned with these questions in the online context, and additionally sought to understand the roles played by digital technologies. There is limited literature in relation to these questions, particularly in the UK context.This research focused on two UK case studies of online SRM courses: an entirely online, asynchronous quantitative methods short course run by a private company; and a university master’s level introductory SRM course, offered as a hybrid (place-based and online) or as online-only. Case study findings were generated from an analysis of course documents and forum posts, observations, semi-structured interviews and conversations with teachers, learners, and other stakeholders. Interviews included document-stimulated reflection. In addition, seven online SRM teachers, who taught a range of methods in different formats were interviewed. Fieldwork took place prior to the COVID-19 pandemic (2017 -2019) when the teaching of SRM online was less common. The research drew on the concepts of Pedagogic Content Knowledge (PCK) and Pedagogical Technological Content Knowledge (TPCK), and the conceptual-empirical typology of social science research methods pedagogy (the typology).Building on what is already known about the challenges of teaching and learning SRM, the online dimension brings additional challenges, particularly when teacher and students are temporally and physically separated. This influences the ways in which teachers plan and teach SRM online. Planning becomes the focus of teacher activity, often becoming a group activity involving online education support staff in which pedagogic decision-making may be distributed. This runs counter to the TPCK framework and the typology. SRM online pedagogy can be characterised as the combination of teachers’ knowledge of the subject, the technological support available to teachers, and online support staff’s knowledge of the technologies and how these can support teachers’ SRM pedagogy. The concept of PCK is helpful in understanding how teachers respond to the challenges of teaching SRM online, with teachers (starting to) transform their pedagogy: how they plan to teach; the content they will teach; how they teach in-situ; and the activities they get students to do. Change involves teachers letting go of the ways they taught (and were taught) in place-based classrooms and embracing the online space and being supported in learning through experience. The digital technologies of the online teaching environment can support SRM teachers’ pedagogic goals by: distributing content; connecting students with each other, the teacher and content; providing students with a sandpit practice environment and collaboration opportunities; and providing a means by which teachers can provide students with immediate feedback on their learning.Online SRM teaching presents opportunities for teaching innovation and the further development of an SRM pedagogic culture. However, to realise these opportunities will require investment by teachers in reflecting on and evaluation of their online teaching experiences, and by institutions in digital learning support staff, and a pushing back against the deficit narrative that casts online SRM teaching as of secondary value to place-based teaching. Further research is needed to provide a wider range of exemplars, to explore in more detail the planning of online SRM courses, and to understand how teachers and learners make use of the functionality and affordances of digital technologies in support of their teaching and learning
Cognitive interviewing
No full textIn this video Debbie Collins focuses on the survey pretesting method of cognitive interviewing. We look at the interviewing techniques involved, particularly think aloud and probing, and consider some of the practicalities. This video is part of the NCRM online resource on 'Asking survey questions: identifying problems'. To see the complete resource visit https://www.ncrm.ac.uk/resources/online/asking_survey_questions
Letter from W. [Wayne] M. Collins to Hajime Kishi, January 8, 1952
No full textThis letter from Wayne M. Collins, a lawyer, explains that Katsumi Kishi and Masao Kishi are native born Peruvian citizens and therefore cannot be deported to Japan. Mr. Wayne Collins goes on to explain that there should be no cause for alarm at any potential deportation.Collection of notes, articles, correspondence, photographs, and term papers collected by Yukio Mochizuki, a student at CSU Dominguez Hills, while researching Japanese American incarceration and Japanese Peruvian internment during World War II
Letter from W. [Wayne] M. Collins, to Hajime Kishi, January 8, 1952
No full textIn this letter, Wayne M. Collins, an attorney, explains that as native born Peruvians, Katsumi Kishi and Masao Kishi cannot be deported to Japan. Collins also informs Kishi that he will negotiate with the Peruvian authorities to authorize their return to Peru.Collection of notes, articles, correspondence, photographs, and term papers collected by Yukio Mochizuki, a student at CSU Dominguez Hills, while researching Japanese American incarceration and Japanese Peruvian internment during World War II
Letter from Wayne M. Collins to Renunciant-Plaintiffs, December 24, 1952
No full textA letter from Wayne M. Collins to "Renunciant-Plaintiff(s)" informing those involved in Collins' mass renunciation legal suits that they must register under the new alien registration law since their U.S. citizen renunciation hadn't been cancelled and their citizenship was still in question. The letter also reports updated to the legal cases.The Chuman (Hayao "Sam" and Toshiko) Papers documents the World War II experiences of Hayao "Sam" and Toshiko Chuman, who were Kibei Nisei born in the United States but grew up and completed school in Japan, and then returned to the U.S. prior to the war. It chronicles the Chuman's incarceration from the Santa Anita Assembly Center, through Jerome, Rohwer, Tule Lake camps, and the Santa Fe and Crystal City internment camps as well as their struggle for restoring their U.S. citizenships in the 1960s. The digital collection consists of mostly textual material, including correspondence, affidavits, incarceration camp records, lease agreements, financial documents, receipts, pamphlets, and booklets
Letter from Wayne M. Collins to Renunciant-Plaintiffs, January 5, 1953
No full textA letter from Wayne M. Collins to "Renunciant-Plaintiff(s)" informing those involved in Collins' mass renunciation legal suits of their obligations to register under the new Alien Registration Law if they hadn't already registered under the Alien Registration Act of 1940. The letter also includes a Japanese translation of a previous letter from December 24, 1952.The Chuman (Hayao "Sam" and Toshiko) Papers documents the World War II experiences of Hayao "Sam" and Toshiko Chuman, who were Kibei Nisei born in the United States but grew up and completed school in Japan, and then returned to the U.S. prior to the war. It chronicles the Chuman's incarceration from the Santa Anita Assembly Center, through Jerome, Rohwer, Tule Lake camps, and the Santa Fe and Crystal City internment camps as well as their struggle for restoring their U.S. citizenships in the 1960s. The digital collection consists of mostly textual material, including correspondence, affidavits, incarceration camp records, lease agreements, financial documents, receipts, pamphlets, and booklets
Letter from Wayne M. Collins to Tsugitada Kanamori, May 13, 1958
No full textThis letter refers to the court proceedings in item: csudh_tsu_0010. The letter reiterates the court decision that Tsugitada Kanamori's renunciation of his citizenship as a result of "fear, coercion, and duress," will be canceled and therefore confirming that Kanamori remains a citizen of the United States. Collins adds that the transmittal letter can be taken to the Department of State to receive a U.S. Passport.This collection contains one box of documents belonging to Tsugitada Kanamori. Materials in this collection mostly pertain to Kanamori’s efforts regarding canceling his renunciation and reinstating his American citizenship
Submission Pauline Collins ANON-Z1E7-QWCC-N
No full textThis submission advocates in view of the 50 previous reports, with 750 recommendations since 2000 and the ad hoc, piecemeal changes making an already complex system more burdened after 40 years it is time to repeal the Defence Force Discipline Act 1982 and look at an entirely fresh approach. This is advocated in light of the High Court Private R v Cowen decision and the changing environment in which military members are comprised of an all-volunteer and defence civilian workforce operating in complex multi-force foreign conflicts and internal domestic domains both in security scenarios e.g. border force and community events such as the pandemic and climate episodes. Firsthand accounts from members to this author describe the lifelong stress and dysfunction caused because of the military discipline system
Reba Collins, Author, Edmond
No full textPhotograph used for a newspaper owned by the Oklahoma Publishing Company. Caption: "Collins was originally acquainted with Will Rogers while struggling for a doctoral topic in journalism.
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