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This Handbook addresses why political science programs teach the
research process and how instructors come to teach these courses
and develop their pedagogy. Contributors offer diverse perspectives
on pedagogy, student audience, and the role of research in their
curricula. Across four sections-information literacy, research
design, research methods, and research writing-authors share
personal reflections that showcase the evolution of their pedagogy.
Each chapter offers best practices that can serve the wider
community of teachers. Ultimately, this text focuses less on the
technical substance of the research process and more on the
experiences that have guided instructors' philosophies and
practices related to teaching it.
This Handbook addresses why political science programs teach the
research process and how instructors come to teach these courses
and develop their pedagogy. Contributors offer diverse perspectives
on pedagogy, student audience, and the role of research in their
curricula. Across four sections-information literacy, research
design, research methods, and research writing-authors share
personal reflections that showcase the evolution of their pedagogy.
Each chapter offers best practices that can serve the wider
community of teachers. Ultimately, this text focuses less on the
technical substance of the research process and more on the
experiences that have guided instructors' philosophies and
practices related to teaching it.
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