公共行政的黑马:教育学研究的挑战

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching Public Administration Pub Date : 2023-02-21 DOI:10.1177/01447394231159983

Bruce D. McDonald

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引用次数: 5

摘要

教学学术研究在公共管理领域往往名声不佳。在这篇手稿中，我讨论了该领域内有影响力的研究问题，并为为什么我们应该更多地关注教学研究而不是更传统的途径提供了一个论点。教学研究不仅直接影响我们在课堂上教什么以及如何教，而且它的阅读和引用率往往高于学科中的一些子领域。

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The dark horse of public administration: The challenge of pedagogical research

Research on the scholarship of teaching and learning (SoTL) has tended to have a bad reputation within the field of public administration. In this manuscript, I discuss the issue of impactful research within the field and provide an argument for why we should be focusing more on pedagogical research than more traditional avenues. Not only does pedagogical research directly impact what and how we teach in the classroom, but it is tends to be read and cited at higher rates than some of the subfields within the discipline.

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来源期刊

Teaching Public Administration EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

23.50%

发文量

期刊介绍： Teaching Public Administration (TPA) is a peer-reviewed journal, published three times a year, which focuses on teaching and learning in public sector management and organisations. TPA is committed to publishing papers which promote critical thinking about the practice and process of teaching and learning as well as those which examine more theoretical and conceptual models of teaching and learning. It offers an international forum for the debate of a wide range of issues relating to how skills and knowledge are transmitted and acquired within public sector/not for profit organisations. The Editors welcome papers which draw upon multi-disciplinary ways of thinking and working and, in particular, we are interested in the following themes/issues: Learning from international practice and experience; Curriculum design and development across all levels from pre-degree to post graduate including professional development; Professional and Taught Doctoral Programmes; Reflective Practice and the role of the Reflective Practitioner; Co-production and co-construction of the curriculum; Developments within the ‘Public Administration’ discipline; Reviews of literature and policy statements.