« Melland 1996 » : différence entre les versions

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== 3. Mots-clés ==
== 3. Mots-clés ==


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<!-- Copier / coller ici l'abstract -->
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The purpose of this study was to investigate the
relationship between the research productivity and
teaching effectiveness of baccalaureate nurse educators.
This was a nonexperimental, correlational, retrospective
study. Sixty baccalaureate nurse educators
completed a questionnaire that assessed their research
productivity and administered a teaching effectiveness
questionnaire to all students in their classes
in a given week. No relationship of significance was
found between faculty research productivity and teaching
effectiveness. Faculty at research institutions were
found to be significantly higher research producers
than faculty at either comprehensive or liberal arts
institutions. No significant difference was found in the
teaching effectiveness between faculty employed at
research, comprehensive, or liberal arts institutions.
Recommendations included (1) broadening the definition
of research to include the scholarship of integration,
discovery, application, and teaching; (2) implementation
of two career tracks for faculty in higher
education, with different reward structures for each;
and (3) allowing the academic department as opposed
to individual faculty to be the basic unit of evaluation.
(Index words: Faculty, publishing; Publish-or-perish;
Research, universities; Scholarship.) J Prof Nuts 12:
31-38, 1996. Copyright © 1996 by W.B. Saunders
Company


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<br>
== 5. Résumé (facultatif) ==
== 5. Résumé (facultatif) ==


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* Une des études montrant l'absence de corrélation entre performance en recherche et en enseignement (vs le mythe "Un bon chercheur fait un bon enseignant")
* Intéressant aussi pour le petit cas initial où Melland compare deux enseigants imaginaires, Pr Jones et Pr Smith, l'un dans une optique qui semble donner raison au mythe du bon enseignant = bon chercheur, l'autre mettant en avant l'inverse.


'''Scenario 1'''
PROFESSOR JONES is a tenured associate professor
in the College of Nursing at Midwest University. She
has received two large National Institute of Nursing
Research research grants, has published extensively in
refereed journals, and heads a team of five nurse
researchers. In addition, she teaches Nursing Research
in the undergraduate program and has received the
university's Outstanding Teacher of the Year award on
two different occasions. The word has gotten around
that Professor Jones is the professor to get for Nursing
Research. Because Professor Jones is such a good
researcher, it is easy to understand why she is such a
good teacher. She is highly intelligent, organized, and
enthusiastic, and she keeps current in nursing through
her research activities. Those qualities that serve as an
asset to her in the research arena easily "spill over" into
the classroom, contributing to her success in that
setting.
'''Scenario 2'''
Professor Smith is a tenured professor at Mideast
University in the Division of Nursing. She also has
been awarded an NINR research grant as well as
published her research findings extensively in refereed
research journals. A portion of her role at Mideast
University is to serve as director of the Center for
Nursing Research. She teaches Nursing Professionalism
in the undergraduate program but is a professor
whom students avoid. She has the reputation for being
a very boring teacher; her student evaluations place her
in the "below average" to "average" category. It is not
surprising that Professor Smith lacks some abilities in
the classroom because she really has abilities that allow
her to shine in the area of research. The demands of
self-discipline and isolation have done little to enhance
her interpersonal skills, which are so essential for a
good teacher. She is so engrossed in her research that it
is difficult for her to come down to the level of her
undergraduate students and get excited about the
professionalism class. She also finds her rote as a
researcher so time demanding that she has little energy
left for enthusiastic teaching.


<br>
== 6. Voir aussi ==
== 6. Voir aussi ==

Dernière version du 13 juin 2016 à 09:09


Titre de l'article

1. Références

  • Référence complète APA : Melland, H., (1996), Great Researcher…Good Teacher?, Journal of Professional Nursing, 12,

(1), 31-38.

  • Auteur(s) :
  • Revue :



2. Copies

  • Copie en ligne :
  • Copie physique :



3. Mots-clés



4. Abstract

The purpose of this study was to investigate the relationship between the research productivity and teaching effectiveness of baccalaureate nurse educators. This was a nonexperimental, correlational, retrospective study. Sixty baccalaureate nurse educators completed a questionnaire that assessed their research productivity and administered a teaching effectiveness questionnaire to all students in their classes in a given week. No relationship of significance was found between faculty research productivity and teaching effectiveness. Faculty at research institutions were found to be significantly higher research producers than faculty at either comprehensive or liberal arts institutions. No significant difference was found in the teaching effectiveness between faculty employed at research, comprehensive, or liberal arts institutions. Recommendations included (1) broadening the definition of research to include the scholarship of integration, discovery, application, and teaching; (2) implementation of two career tracks for faculty in higher education, with different reward structures for each; and (3) allowing the academic department as opposed to individual faculty to be the basic unit of evaluation. (Index words: Faculty, publishing; Publish-or-perish; Research, universities; Scholarship.) J Prof Nuts 12: 31-38, 1996. Copyright © 1996 by W.B. Saunders Company


5. Résumé (facultatif)

  • Une des études montrant l'absence de corrélation entre performance en recherche et en enseignement (vs le mythe "Un bon chercheur fait un bon enseignant")
  • Intéressant aussi pour le petit cas initial où Melland compare deux enseigants imaginaires, Pr Jones et Pr Smith, l'un dans une optique qui semble donner raison au mythe du bon enseignant = bon chercheur, l'autre mettant en avant l'inverse.

Scenario 1 PROFESSOR JONES is a tenured associate professor in the College of Nursing at Midwest University. She has received two large National Institute of Nursing Research research grants, has published extensively in refereed journals, and heads a team of five nurse researchers. In addition, she teaches Nursing Research in the undergraduate program and has received the university's Outstanding Teacher of the Year award on two different occasions. The word has gotten around that Professor Jones is the professor to get for Nursing Research. Because Professor Jones is such a good researcher, it is easy to understand why she is such a good teacher. She is highly intelligent, organized, and enthusiastic, and she keeps current in nursing through her research activities. Those qualities that serve as an asset to her in the research arena easily "spill over" into the classroom, contributing to her success in that setting.

Scenario 2 Professor Smith is a tenured professor at Mideast University in the Division of Nursing. She also has been awarded an NINR research grant as well as published her research findings extensively in refereed research journals. A portion of her role at Mideast University is to serve as director of the Center for Nursing Research. She teaches Nursing Professionalism in the undergraduate program but is a professor whom students avoid. She has the reputation for being a very boring teacher; her student evaluations place her in the "below average" to "average" category. It is not surprising that Professor Smith lacks some abilities in the classroom because she really has abilities that allow her to shine in the area of research. The demands of self-discipline and isolation have done little to enhance her interpersonal skills, which are so essential for a good teacher. She is so engrossed in her research that it is difficult for her to come down to the level of her undergraduate students and get excited about the professionalism class. She also finds her rote as a researcher so time demanding that she has little energy left for enthusiastic teaching.

6. Voir aussi

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