Search results for: Case studies
Page 12/23 223 items
This article examines the impact of discourses upon teachers who strive to be professionals amidst the US No Child Left Behind era. The author used qualitative research methodology and ethnographic techniques to conduct a case study within the context of a teacher learning community comprised of two female secondary teachers and the researcher. This article illuminates how a teacher learning community becomes a space for agency for the ‘teacher as professional’ and how teacher development can be sustained within a contemporary context of compliance and accountability.
Updated: Aug. 21, 2012
Video case studies are commonly used in teacher training programmes, usually to develop one specific area of competence. This study examines how to effectively use videos to guide student-teachers towards professional development.
Updated: Jul. 30, 2012
Embedded, Emboldened, and (Net)Working for Change: Support-Seeking and Teacher Agency in Urban, High-Needs Schools
This article hones in on one teacher's case in order to explore in depth the potential contributions of support networks to teachers' development, retention, and participation in school change. The findings suggest the role of community-based, beyond-school ties in shaping teachers' workplace satisfaction and their career decisions.
Updated: Jul. 16, 2012
In this article, the author describes his work with Goddess, a sixteen-month-old child who has never laughed. The author was assigned to work in her classroom as part of his clinical internship during his graduate studies in mental health counseling and human development. The author explores the ways in which Goddess 's relationships with her mother and teachers help her learn to laugh. The author concludes that the mutual transformation that occurred between Goddess and the important relationships in her life has inspired and sustained a support network for her, thereby greatly improving her future prospects.
Updated: Jul. 03, 2012
The current article describes a case study undertaken in a Spanish school during the 2007–2008 academic year. The purpose of this article is to explain how action research methodology was applied to encourage professional and school culture towards an intercultural and inclusive approach. The results show that the training process challenged teachers’ pre-existing deficit theory perspectives and empowered them as leaders for school change.
Updated: Jun. 27, 2012
The Impact of and Key Elements for a Successful Virtual Early Field Experience: Lessons Learned From a Case Study
In this case study, a pilot field experience centered on the topic of Virtual School (VS) was created and offered virtually. The central purpose of this case study was to understand what impact this virtual early field experience had on the teacher candidates’ understanding of VS. Overall, the results showed that this pilot study had positive impact on the teacher candidates.
Updated: Jun. 27, 2012
This article uses Campbell and Fulford's framework to examine links between research and practice in a collaborative cross-cultural partnership. The article describes a partnership between the School of Education at the Solomon Islands College of Higher Education and the University of Waikato. This paper attempts to develop a greater understanding of how knowledge mobilisation can take place when partners are from different cultures, when much communication has to take place through unreliable information and communication technologies, and when partners meet at intervals only.
Updated: Jun. 06, 2012
The purpose of this article is to add to and challenge the conversations about what learning to teach mathematics requires and how its complexity makes content-specific induction and rich opportunities to learn not only desirable but also essential. The authors report on the cases of two well-started novice mathematics teachers. The two new teachers made considerable progress in their teaching. However, there was still much about the complexity of teaching, specifically teaching math, that the new teachers had to learn.
Updated: May. 28, 2012
This study examines the ways in which middle- and upper-middle-class parent group investments in urban public schooling may mitigate and/or exacerbate existing patterns of inequality in public education. An ethnographic case study research design was utilized. The data reveal that neighborhood parent group members catalyzed community support for their local public school, attracting other middle- and upper-middle-class parents. The research findings suggest that middle- and upper-middle-class parents are in many instances key actors in processes of school and neighborhood change.
Updated: May. 16, 2012
Preservice Elementary Teachers’ Development of Self-Efficacy and Confidence to Teach Science: A Case Study
The current study examines the self-efficacy of one preservice elementary school teacher during and after her participation in an elementary preservice science methods course. The results of these experiences are studied to determine what changes have taken place in the participants’ self-efficacy in science teaching as well as the one preservice teacher in greater detail.
Updated: Apr. 22, 2012