Volume 3 Issue 1 (2007): Students' Reflections on Doing Research

Lessons Learned from Students' Research Experiences

Mark A. Earley
Educational Foundations & Inquiry, Bowling Green State University
Published April 30, 2007


Teaching graduate students how to do research can be a challenge for many instructors because "research education" is not an established field of research like other areas of teaching such as mathematics education, nursing education, science education, and statistics education. There are no scholarly journals devoted solely to teaching research methods; these sources are instead scattered across disciplines and journals (e.g., Nurse Researcher, Volume 13, Number 2, 2005; Sociology, Volume 15, Issue 4, 1981; and Scandinavian Journal of Educational Research, Volume 49, Issue 1, 2005). Furthermore, even though research methods courses are a staple in most graduate training programs, instructors were rarely taught how to teach research methods as part of their own graduate programs. Left to their own devices, instructors of research courses must rely on a network of peers, scattered research literature, and much trial-and-error as they develop and improve upon their own research methods courses.