Abstract
This chapter presents a new approach to teaching research methodology courses in doctoral programs by incorporating a flipped classroom structure and a research-practice partnership within a larger guided project-based learning framework as a means of developing students' research self-efficacy. The theoretical underpinnings for each component are described along with a summary of relevant literature. The chapter discusses the development and implementation of this pedagogical technique in a graduate statistics course in a practitioner-oriented educational leadership doctoral program. The chapter concludes with reflections on the strengths and challenges of this approach from students and the course instructor and how this technique builds students' research self-efficacy.
TopPedagogical Perspective
The overarching pedagogical perspective for this course redesign was guided project-based learning. Within this framework, research-practice partnerships were utilized within the larger guided project-based learning principles. Additionally, a flipped classroom approach facilitated instructional delivery. A flipped classroom is one in which the traditional educational structure of in-class lectures and out-of-class practice/homework is inverted to better utilize face-to-face instructional time (Bergmann & Sams, 2013). This framework connected to four different sources of research self-efficacy. Figure 1 illustrates the various components of the pedagogical perspective, their relation to one another, and how they contributed to the ultimate goal of building research self-efficacy. The following sections review the literature on each of these tenets that served as the theoretical foundation for this pedagogical technique.
Figure 1. Pedagogical framework for course revision and delivery
Key Terms in this Chapter
Research Self-Efficacy: The belief that one is capable of performing tasks that are needed to conduct research successfully.
Vicarious Experiences: A source of research self-efficacy in which one witnesses others participating in research experiences and achieving success/mastery.
Research-Practice Partnerships: A collaboration established between researchers (e.g., university faculty) and practitioners (e.g., school district leaders) that conducts research on problems of practice.
Flipped Classroom: An instructional technique in which content is learned outside of class time and is applied during class time.
Emotional States: A source of research self-efficacy that is determined by one’s affect toward research.
Guided Project-Based Learning: A teaching model that is a variant of project-based learning in which direct instruction and guidance are used to supplement unguided inquiry.
Mastery Experiences: A source of research self-efficacy in which one participates in conducting research and achieves success/mastery.
Verbal Persuasion: A source of research self-efficacy in which one is persuaded through explanation and feedback that conducting quality research is possible.