Search results for: Case studies
Page 21/23 224 items
Employing mixed-method approach, this case study examined the in situ use of educational computer games in a summer math program to facilitate 4th and 5th graders’ cognitive math achievement, metacognitive awareness, and positive attitudes toward math learning. The results indicated that students developed more positive attitudes toward math learning through five-week computer math gaming. The study findings have highlighted the value of situating learning activities within the game story, making games pleasantly challenging, scaffolding reflections, and designing suitable off-computer activities.
Updated: Dec. 01, 2008
Putting the “Development” in Professional Development: Understanding and Overturning Educational Leaders’ Immunities to Change
In this article, the authors argue that today’s educational leaders face a host of complex demands as they strive to implement lasting, meaningful change in their school environments.As these demands often require a level of personal development many adults may not yet have, there is a need for professional development programs that are genuinely developmental. The article describes one such program that provides the opportunity for participants to make qualitative shifts in the ways that they understand themselves and their work. Using case study methodology, the authors explore the psychological development of one participant as she increases her capacity to determine, and be guided by, her own theories, values, and expectations of her personal and professional relationships and responsibilities.
Updated: Nov. 30, 2008
Critical Elements for the Science Teacher to Adopt a Student-centered Approach: The Case of a Teacher in Transition
This case study describes the teacher's perceptions, epistemology, and understandings of student-oriented learning environments during a large project in which teachers from Grades 7 to 11 implemented an interactive-constructivist approach in place of a traditional teacher-oriented approach. Analysis from data revealed a consistency between the emerging themes such as the teacher's conceptual and pedagogical knowledge, hypothetical learning trajectory, and the teacher's beliefs and teaching practice.
Updated: Nov. 23, 2008
The article examines the professional identity of a reading specialist. It offers an inside look at the pressures at her elementary school and practices, and tensions between her personal beliefs, and knowledge about effective reading instruction and district based pressures to help her students pass the 'test.'
Updated: Nov. 23, 2008
Preservice Teachers' Conceptions about Computers: An Ongoing Search for Transformative Appropriations of Modern Technologies
The following case study examined the conceptions of technology held by two English preservice teachers enrolled in a required educational technology course designed to encourage the appropriation and integration of transformative uses of technology. Cross-case analyses established that the preservice teachers saw technology as a primarily utilitarian tool rather than a transformational one.
Updated: Nov. 20, 2008
A Preliminary Investigation of Prospective Teachers' Reasoning About Case Studies with Expert Commentary
This article presents the results of a research study that used a mixed design methodology to investigate the effect of expert commentaries on prospective teachers' reasoning about inclusion case studies. Results indicate that prospective teachers are reluctant to accept theoretical and pedagogical information that conflicts with their own previously held conceptions, even when it is presented through case methods.
Updated: Nov. 17, 2008
Teachers’ Views on Factors Affecting Effective Integration of Information Technology in the Classroom: Developmental Scenery
A research examined six teachers of grades 4,5, and 6 for three years, as a group and individually. Three case studies were selected for analysis. Findings points to two developmental patterns: the first is concerned with the source of influence on technology adoption, and focuses mainly on the human factor; the second is concerned with the nature of the influence when using technology in the classroom, ranging from technical to cognitive transformation. The case studies reveal three different profiles of change.
Updated: Nov. 10, 2008
Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study
This study illuminates the claims that teachers' mathematical knowledge plays an important role in their teaching of this subject matter. In particular, we focus on teachers' mathematical knowledge for teaching (MKT), which includes both the mathematical knowledge that is common to individuals working in diverse professions and the mathematical knowledge that is specialized to teaching. A significant, strong, and positive association is found between levels of MKT and the mathematical quality of instruction.
Updated: Nov. 03, 2008
This article analyses the issues involved in promoting lesson study in an Indonesian university, based on a case study of the Faculty of Mathematics and Science (FMIPA) of the State University of Yogyakarta. Five points are discussed.
Updated: Oct. 06, 2008
When Students Negotiate: An Action Research Case Study of a Year 8 English Class in a Secondary College in Victoria, Australia
This article describes what happens when students are given the opportunity to be part of the decision-making process, both in the negotiation of what takes place in the classroom and in the 'action' of the action research process itself. An action research approach was used as the most appropriate method by which to analyze the experiences of students and teacher as they negotiated three action research cycles in their Year 8 English classes. Specifically, the research focused on the connection between negotiated learning and motivation.
Updated: Oct. 05, 2008