Abstract

Abstract:

Based on teacher research conducted in an ethnography course in a writing studies department, this ethnographic case study demonstrates the pedagogical benefits of institutional review board–approved, collaborative student research projects. Implementing an experiential learning approach to teaching undergraduate research also revealed that students' perceptions of what counts as "real" research are more complex than previous studies have indicated.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 247-277
Launched on MUSE
2018-05-10
Open Access
N
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