Teaching research in gerontology: Toward a cumulative model
In this article, we consider different approaches to teaching research methods in gerontology across a continuum of educational program levels. Our goal is to offer a conceptual framework and stimulate productive discussion of key issues and challenges in teaching research in gerontology. It is our belief that education in gerontology should include some level of training in research methodologies across all levels of gerontology instruction. Therefore, we have sought to identify those components of research training most appropriate for each level of gerontological education. Thus, basic understanding of research methods is appropriate at the associate's degree level and introductory exposure to basic issues involved in conducting research with elders provides a necessary backdrop to undergraduate programs. More in-depth understanding of gerontological research methods, particularly those involved in applied research, is a component of quality master's level programs. Finally, in-depth knowledge and the ability to apply distinctively gerontological research methods are necessary for conducting advanced original research at the doctoral level. © 2001 Brunner-Routledge.
Shenk, Graham D. Rowles, James R. Peacock, Jim Mitchell, Bradley J. Fisher, Krista S. Moore, Lyndall Hare, Dena. "Teaching research in gerontology: Toward a cumulative model." Educational Gerontology 27, no. 7 (2001): 537-556.