Search results for: Case studies
Page 13/23 224 items
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
This article presents findings from an instrumental case study. The purpose of the instrumental case study was to examine the impact of high-stakes standards-based accountability reform on preservice teachers and what this means for teacher education. The data reveal that these candidates learned in their teacher education program that they had to incorporate Texas’s mandated curriculum into their teaching. However, their field experiences taught them that knowing how to teach the mandated curriculum and putting that knowledge into practice is a difficult task to undertake.
Updated: Feb. 29, 2012
Using a “communities of practice” approach, this case study explores the connections between teachers’ evidence-based decision-making practices and their efficacy beliefs. Findings indicate that teachers co-construct their efficacy beliefs in in their communities of practice.
Updated: Feb. 16, 2012
The current article analyses the dilemmas and practical tensions in implementing competence-based vocational education. Eleven case studies were conducted in technical secondary vocational education. The results show that schools meet various fundamental issues in realising this approach. Characteristics like coaching, reflection and authenticity are scarcely found.
Updated: Feb. 07, 2012
Career Pathways: Does Remaining Close to the Classroom Matter for Early Career Teachers? A Study of Practice in New Zealand and the USA
This paper presents a case study of an early career teacher in order to illustrate and provide a platform from which to consider two teacher leadership roles – the consulting teacher in Maryland, USA and the specialist classroom teacher in New Zealand. The case study presented in this article show how teachers can be mobilized to accept the leadership of their colleagues when their talk is about learning.
Updated: Jan. 12, 2012
The Problematic Context of Mentoring: Evidence from an English Language Teaching Department at a Turkish University
The purpose of this study is to investigate the participants’ perceptions and experiences about the concepts of ‘mentor’ and ‘mentoring’. Six English Language Teaching Department (ELT) students, who were in the final year of their training and one English teacher who was the subject mentor of the students at the practice school participated in the study. The findings demonstrate that the students found mentoring useful, particularly in putting theory into practice, and working in an authentic teaching environment. However, the students obviously needed more critical, constructive, structured, and immediate assistance and feedback for their survival stage of teaching, which is an important responsibility of a mentor.
Updated: Jan. 02, 2012
Assessing Student Workload in Problem Based Learning: Relationships among Teaching Method, Student Workload and Achievement. A Case Study in Natural Sciences
The current study explores student workload after a change in teaching style from lecture to Problem Based Learning and Cooperative Learning. The proposed method approach the time student spend working, identifying over/underloadings. The study also examines relationship of this method with student outcomes.
Updated: Dec. 27, 2011
Creative teaching is necessary to meet the complex needs of students and society. The current article reviews 12 Canadian case studies of creative teaching conducted by a creative teaching research group. The findings reveal that Canadian creative teachers are distinctive using intrapersonal awareness in service of their teaching. Furthermore, Canadian teachers base creative instructional choices on their values, emphasizing community.
Updated: Dec. 20, 2011
The current case study investigates how several universities in the state of Connecticut responded to teacher education accreditation policy between 2002 and 2006. Using a cognitive perspective on policy implementation and a purposeful sample, the authors describe three common responses: articulation of a programme-wide conceptual framework, greater focus on teacher candidate assessment, and the creation of data collection systems.
Updated: Nov. 17, 2011