Search results for: Case studies
Page 5/23 224 items
The Experiences of Selected Mentors: A Cross-cultural Examination of the Dyadic Relationship in School-based Mentoring
In this case study, the authors examined the experiences of 11 selected mentors and their respective dyadic relationships in school-based mentoring with at-risk elementary school students to understand ways mentors might better form closer dyadic bonds yielding longer mentoring relationships. Four metathemes emerged: (a) encouragement, (b) relating style, (c) time and presence, and (d) language nuances. Specific components within these metathemes increased both synergy in the dyad and satisfaction for the mentors.
Updated: Jul. 31, 2016
Reflections on Tutoring Ancient Greek Philosophy: A Case Study of Teaching First-Year Undergraduates in the UK
The purpose of the study was to assess the author's practices as a teaching tutor and evaluate his students’ learning experiences. This study draws upon the notion of reflective practice as an essential feature of teaching. The author's aim was to show how a critical engagement with his teaching practices and the overall learning experience modified, developed, or strengthened his practices, attitudes, and teaching philosophy during the course of one term. The evidence-based reflective practice conducted during the term had a great impact on the author's teaching. It changed and deepened his understanding of two main relationships. The first is the connection between content/time and depth/breadth; the second is the relationship between learning experiences and beliefs about teaching.
Updated: Jun. 29, 2016
In this article, the authors suggest that current, ongoing changes in the nature and expectations of the university are causing the individuals who work in a UK School of Education to reconsider their identity. The paper proposes the formation of this identity to be a dynamic, career-long process. Diverse scaffolds for the development process are proposed, including opportunities for new teacher educators to be apprenticed into an academic role, the centrality of communities of practice and the importance of the supported development of academic skills.
Updated: Jun. 29, 2016
Learning from Interpersonal Interactions during the Practicum: A Case Study of Non-Native ESL Student Teachers
This study, which grounded in a sociocultural view of teacher learning, explores how non-native English as a Second Language (ESL) student teachers developed their understanding of professional learning in the light of their experiences of engaging with their significant others during an eight-week practicum. The study reveals rich interactions between these student teachers and their significant others in the school settings. The findings reveal that the process of learning to teach was described as experiencing, which is connected to engagement in activities in personal social context that is counted as doing. This study suggests a pressing need to develop university–school partnership to facilitate the development of collegial relationships among student teachers and their significant others.
Updated: Jun. 13, 2016
Teachers As Learners - Are They Self-Directed? Teaching Teachers The Meaning of Self-Directed Learning through Self-Experience
The paper will present a case study that investigates the experience of student teachers who simultaneously experience the role of the learner, who requires self-direction, and the role of the teacher, who expands his tool kit so that his students will become self-directed learners. The case study is based on an experiment conducted with students studying for a master’s degree in teaching the sciences. The analysis shows a gap between the recognition of the importance of self-direction in learning and its expression with regard to them as learners and teachers. From the analysis it emerges that most of the participants did not perceive the process of cultivating self-direction in their students as part of their role. The course directed them to a different kind of encounter with their students, and in the process, they identified difficulty in their own self-direction in the learning process.
Updated: May. 10, 2016
The Integration of Environmental Education into Two Elementary Preservice Science Methods Courses: A Content-Based and a Method-Based Approach
In this study, the authors were interested to examine the notion of environmental education (EE) as context for integrating the elementary curricula. They examined preservice teachers’ understandings of EE, their ideas to incorporate EE into their future teaching, and their conceptions of EE as a context for integration. The results support the incorporation of EE activities and instruction in science methods courses to enhance instruction in science content and teaching methods. The authors also suggest an explicit focus in the methods course on science and engineering content, inquiry, and cross-cutting concepts as they relate to EE. Results from this study suggest that elementary science methods instructors can include some of this content and method in elementary science method courses.
Updated: Mar. 20, 2016
The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers’ Science Classroom Teaching Identity
In this article, the authors investigated how the informal science education (ISE) innovations in the elementary teacher education program affected the participants as they began their professional lives as classroom teachers of science. The authors found that the two participants referenced as important the ISE experiences in their development of classroom science identities that included resilience, excitement and engagement in science teaching and learning–qualities that are emphasized in ISE contexts. Specifically, the affective benefits derived from the infusion of ISE contributed to developing how they came to see and enact reform-oriented science teaching practices.
Updated: Mar. 16, 2016
This article reports on a case study of a school that had ongoing coaching for up to six years. The study focused on coachees’ perspectives, in particular what factors allowed them to achieve their set coaching goals. The investigation into longitudinal coaching (one to six years) indicated how coaches positioned themselves or peers, when reflecting on and seeking to establish why some coaching goals were more achievable than others. A key finding was that coaching goals were deemed attainable when they aligned with coachees’ specific focus, which was reflected by the six core themes that emerged: Pragmatic I, Pragmatic We, Student Driven, Team Driven, Data Driven, Research Driven. The seventh theme (temporality) indicated that over time coachees’ dominant concerns shifted to become less of a focus with other overriding needs emerging.
Updated: Mar. 08, 2016
This case study aimed to examine the construction of teaching practices of a first-year science teacher in an urban school setting to illustrate the non-linear nature of teaching activity. The author contends that by examining the conflux of elements present in the settings where new teachers teach and the ways those elements work together to shape practice, teacher education researchers will help advance the field’s understanding of teacher learning as continually transforming in relation to the teacher’s own experiences, her students, the classroom and school context, and the broader state and federal policies that bear down on her teaching. The author concludes that non-linear conceptual and methodological frameworks turn the attention to the processes through which outcomes are produced.
Updated: Feb. 08, 2016
Examining the Impact of Pre-induction Social Networking on the Student Transition into Higher Education
This article discusses an empirical study of how online social networking can be utilised to support the initial student transition to university. An analysis of online activities showed some differences in the pattern of engagement between two contrasting departments, but information drawn from student questionnaires and focus groups, combined with tutor interviews, highlighted similar perceived benefits across both networks. By drawing on a wider cross-university questionnaire survey, eight factors which have been shown to be important in creating effective online social networking environments are discussed, including the need to maximize tutor involvement and provide quick responses to student queries.
Updated: Jan. 19, 2016