Handbook of Teaching and Learning Social Research Methods


Handbook of Teaching and Learning Social Research Methods

9781800884267 Edward Elgar Publishing
Edited by Melanie Nind, Professor of Education, School of Education, University of Southampton, UK
Publication Date: 2023 ISBN: 978 1 80088 426 7 Extent: 478 pp
This comprehensive Handbook illustrates the wide range of approaches to teaching and learning social research methods in the classroom, online, in the field and in informal contexts. Bringing together contributors from varied disciplines and nations, it represents a landmark in the development of pedagogical culture for social research methods.

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This comprehensive Handbook illustrates the wide range of approaches to teaching and learning social research methods in the classroom, online, in the field and in informal contexts. Bringing together contributors from varied disciplines and nations, it represents a landmark in the development of pedagogical culture for social research methods.

Spanning qualitative, quantitative and mixed methods research, this Handbook covers all aspects of teaching and learning, from introductory research methods courses to post-doctoral learning. Offering practical guidance, research evidence and reflective insights, it addresses some of the biggest challenges facing teachers and learners. It further advances ongoing debates, such as facilitating experiential learning online, supporting the development of reflexivity, embedding quantitative methods learning in university programmes and challenging orthodoxies with feminist, anti-racist, and decolonising pedagogies.

This Handbook will be an invaluable resource for teachers of research methods across the social sciences, and for research methods training organisations looking to improve their courses. Researchers and students of pedagogy in higher education will also find it an enlightening read.
Critical Acclaim
‘The Handbook of Teaching and Learning Social Research Methods is a path-breaking contribution toward closing the pedagogical culture gap in social research methods education. This gap will widen over time as the teaching and learning of methods shift from the classroom to various online digital environments that include learning and teaching emergent methods and new technologies. The Handbook Editor, Melanie Nind, strongly advocates “putting pedagogic models to work in research methods education.” She follows through with this goal brilliantly by curating a stellar array of Handbook chapters that together provide a vibrant pedagogical culture for research methods education. Handbook contributors are expert researchers and methods teachers that share their pedagogical strategies for addressing this gap. Many chapters cover different pedagogical approaches to teaching and learning online, offline, and in the field. The Handbook primarily focuses on a range of qualitative methods and analysis, with some chapters focusing on quantitative and mixed methods research. Handbook contributors provide teaching strategies and resources to address the diversity of students’ learning needs. The Handbook introduces a range of emergent teaching strategies and devices for engaging students in the learning process through applying storytelling, experiential, inclusive, and de-colonizing teaching approaches. Melanie Nind reminds the reader that teaching research methods “. . . should not be the low point of the week for teachers and learners.” Melanie Nind''s Handbook builds a vibrant pedagogical culture that provides a "way forward" toward closing the pedagogical gap in teaching and learning social research
– Sharlene Hesse-Biber, Boston College, US

‘This premiere collection of insightful chapters by some of the world’s most notable research educators provides readers unique, behind-the-scenes pedagogical practices for both in-person and online instruction of qualitative, quantitative, and mixed methods courses. Through engaging narratives, personal stories, and curriculum outlines, this valuable resource addresses how to both teach and learn the craft and art of human inquiry in education and the social sciences.’
– Johnny Saldaña, Arizona State University, US
Contributors: Heather Allison, Matt Baillie Smith, Sally Barnes, Laura Beckwith, Patrick Brindle, Nicole Brown, Sarah L Bulloch, Helen Butcher, Sara Campbell, Tony Carr, Yi-Hsin Chen, Tom Clark, Steve Cook, Andy Coverdale, Marc Crespo, Emma Davidson, Robert F. Dedrick, Rosemary Deem, Brian Donohoe, Rosalind Edwards, Belen Febres-Cordero, John Ferron, Maureen A. Flint, Liam Foster, Judit Fullana, Edurne García Iriarte, Chamithri Greru,  Kelly W. Guyotte, Jori N. Hall, Martyn Hammersley, Oliver Hensengerth, Brigette A. Herron, David Higgins, Tamara Hoffer, Cheryl Hunter, Joshua Hunter, Nataliya Ivankova, Lynn Jamieson, Rebecca Johnson, Naveed Kazmi, Jamie Kowalczyk, Candace R. Kuby, David S. Lamb, Sarah Lewthwaite, Natasha M. Loi, Sandra Lopes, Thuy Mai Thi Minh, Kathleen McMeel, Robert Meckin, Methuen Morgan, Maja Miskovic, Thalia M. Mulvihill, Marie Murphy, Melanie Nind, Amy Orange, Andy Nobes, Hue Nguyen, Lan Nguyen, Tanh Nguyen, Maria Pallisera, Nicola Pallitt, Rossana Perez del Aguila, Vicki L. Plano Clark, Kylie Rice, Adam J. Rock, Liliana Rodríguez-Campos, Kathryn Roulston, Ali Rostron, Michelle Salmona, Janet Salmons, Sandra Saúde, Stephanie Anne Shelton, Christina Silver, Graham Smith, Eun Sook Kim, Raji Swaminathan, Einar Thorsteinsson, Leona Vaughn, Siobhan Warrington, Duncan Watson, Susie Weller, Jennifer R. Wolgemuth, Nicholas Woolf, Pamela Woolner, Chuying (Trista) Wu

1 Introduction to the handbook: putting pedagogic models to work in
research methods education 1
Melanie Nind

2 Research literacy and the relationship between research and teaching:
the case of research about teaching about research 15
Martyn Hammersley
3 Feminist pedagogies: careful(l) ethics in teaching qualitative research methods 27
Kelly W. Guyotte, Stephanie Anne Shelton and Maureen A. Flint
4 Facilitating learners’ reflexive thinking in qualitative research courses 39
Amy Orange
5 Pedagogies for collaborative qualitative research 51
Thalia Mulvihill and Raji Swaminathan
6 Enhancing the teaching of qualitative methods: teaching the ‘breadth
and depth method’ for analysis of ‘big qual’ 67
Sarah Lewthwaite, Lynn Jamieson, Emma Davidson, Rosalind Edwards,
Melanie Nind and Susie Weller
7 Teaching mixed methods research to address diverse learners’ needs:
pedagogical strategies and adaptations 86
Nataliya V. Ivankova and Vicki L. Plano Clark
8 Teaching mixed methods using an open-space learning approach 107
Rebecca Johnson and Marie Murphy
9 Active learning, constructive alignment, and research methods: toward
a programme level approach 120
Tom Clark and Liam Foster
10 Post-philosophies inspire the teaching/learning of qualitative inquiry 135
Candace R. Kuby
11 Shaping researcher learning through scribbles: embodied pedagogical
practices in classroom inquiry 151
David Higgins and Ali Rostron
12 Teaching and learning social research methods in social work:
challenges and benefits of experiential and applied learning contexts 167
Sandra Lopes and Sandra Saúde
13 Teaching the art of qualitative research interviewing: a developmental
approach 184
Kathryn Roulston and Brigette A. Herron
14 What are we teaching for? Humility and responsibility in social science
research 200
Jennifer R. Wolgemuth, Yi-Hsin Chen, Liliana Rodríguez-Campos, John
Ferron, Eunsook Kim, Robert F. Dedrick and David Lamb

15 Using intentionality to frame how we teach research methods online 216
Cheryl Hunter, Tamara Hoffer and Joshua Hunter
16 Experiential pedagogies in the online space 228
Nicole Brown, Helen Butcher, Belen Febres-Codero and Chuying (Trista) Wu
17 Back to the basics: teaching research online in the time of the Covid-19
pandemic 242
Maja Miskovic and Jamie Kowalczyk
18 ‘No choice’ but remote learning: non-traditional students making sense
of social research methods 257
Rossana Perez-del-Aguila, Heather Allison and Naveed Kazmi
19 The use of online materials to support the development of quantitative skills 274
Steve Cook and Duncan Watson
20 Teaching and learning research methods and statistics in eLearning
environments pre-, during, and post-pandemic 287
Adam J. Rock, Kylie Rice, Natasha M. Loi, Einar B. Thorsteinsson and
Methuen I. Morgan
21 “Mixing” traditional and non-traditional online technologies to build
community in an online mixed methods research methods course 301
Jori N. Hall and Sara Campbell
22 Integrating the online teaching of qualitative analysis methods and
technologies: challenges, solutions and opportunities 318
Christina Silver, Sarah L. Bulloch, Michelle Salmona and Nicholas W. Woolf
23 Teaching research methods online: informal or semi-formal
professional development 334
Janet Salmons, Andy Nobes, Nicola Pallitt and Tony Carr

24 An analysis of doctoral supervision as pedagogic practice in social
science and the role of social research methods in supervision 353
Rosemary Deem and Sally Barnes
25 Pedagogical approaches in inclusive research 368
Edurne García Iriarte, Maria Pallisera, Judit Fullana, Brian Donohoe,
Kathleen McMeel and Marc Crespo
26 Research methods learning in temporary online communities during Covid-19 383
Andy Coverdale, Melanie Nind and Robert Meckin
27 Understanding research methods textbooks: pedagogy, production and practice 397
Patrick Brindle and Sarah Lewthwaite
28 Rethinking safeguarding: an opportunity to establish a decolonial
teaching framework for social research practice 413
Leona Vaughn
29 Managing distance when teaching, learning, and doing oral history:
a case study from Vietnam 428
Siobhan Warrington, Laura Beckwith, Hue Nguyen, Graham Smith, Lan
Nguyen, Thuy Mai Thi Minh, Chamithri Greru, Tanh Nguyen, Oliver
Hensengerth, Pam Woolner and Matt Baillie Smith

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