scholarly journals Understanding Chinese learners' willingness to communicate in a New Zealand ESL classroom: A multiple case study drawing on the theory of planned behavior

System ◽  
2013 ◽  
Vol 41 (3) ◽  
pp. 740-751 ◽  
Author(s):  
Qunyan (Maggie) Zhong
Keyword(s):  
New Zealand ◽  
Theory Of Planned Behavior ◽  
Planned Behavior ◽  
Multiple Case Study ◽  
Willingness To Communicate ◽  
Chinese Learners ◽  
Multiple Case ◽  
Esl Classroom

scholarly journals How New Zealand schools manage the transition of disabled students leaving secondary education: A multiple-case study

2021 ◽  
Author(s):  
◽  
Cameron Stuart Fraser
Keyword(s):  
New Zealand ◽  
Secondary Education ◽  
Work Experience ◽  
Multiple Case Study ◽  
Future Research ◽  
Disabled Students ◽  
Staff Members ◽  
Multiple Case ◽  
School Barriers

<p>The transition from secondary education to post-secondary life is a difficult one for students with intellectual disabilities. Schools are key to the preparation and management of this transition. There is little New Zealand (NZ) research on the transition of disabled students and lack of examples of effective practice. A multiple-case study was used to investigate the transition practices of three schools teaching disabled students with ORS (Ongoing Resourcing Scheme) funding. Qualitative data was collected through interviews and observations of staff members. Findings were that the schools began the process by no later than the students being 16-years-old and ensured the student and family were at the centre of the planning. Schools taught a combination of functional life skills and self-determination skills. Community inclusion was practiced through work experience and visits to potential future environments. Common post-school barriers in transition included reduced support and few opportunities. A forthcoming government review of ORS funding for disabled students aged 18-21, highlights the need for future research to investigate these post-school barriers.</p>

scholarly journals How New Zealand schools manage the transition of disabled students leaving secondary education: A multiple-case study

2021 ◽  
Author(s):  
◽  
Cameron Stuart Fraser
Keyword(s):  
New Zealand ◽  
Secondary Education ◽  
Work Experience ◽  
Multiple Case Study ◽  
Future Research ◽  
Disabled Students ◽  
Staff Members ◽  
Multiple Case ◽  
School Barriers

<p>The transition from secondary education to post-secondary life is a difficult one for students with intellectual disabilities. Schools are key to the preparation and management of this transition. There is little New Zealand (NZ) research on the transition of disabled students and lack of examples of effective practice. A multiple-case study was used to investigate the transition practices of three schools teaching disabled students with ORS (Ongoing Resourcing Scheme) funding. Qualitative data was collected through interviews and observations of staff members. Findings were that the schools began the process by no later than the students being 16-years-old and ensured the student and family were at the centre of the planning. Schools taught a combination of functional life skills and self-determination skills. Community inclusion was practiced through work experience and visits to potential future environments. Common post-school barriers in transition included reduced support and few opportunities. A forthcoming government review of ORS funding for disabled students aged 18-21, highlights the need for future research to investigate these post-school barriers.</p>

scholarly journals In search of relationship quality, customer retention and shareholder value: Findings from an exploratory, qualitative multiple case study

2001 ◽  
Vol 1 (1) ◽  
pp. 49-63 ◽  
Author(s):  
Adam Lindgreen
Keyword(s):  
New Zealand ◽  
Relationship Quality ◽  
Relationship Marketing ◽  
Positive Relationship ◽  
Shareholder Value ◽  
Multiple Case Study ◽  
Customer Retention ◽  
Wine Sector ◽  
Multiple Case

This article reports on the findings from an exploratory, qualitative first part of a research that (1) theorises that successful creation of shareholder value in relationship marketing and management requires relationship quality, which translates into customer retention, and that (2) models relationship quality and customer retention as key mediating variables in the creation of shareholder value. A multiple case study involving companies (in exporter-importer dyads) in the Danish- British dairy sector, the Danish-British bacon sector and the New Zealand-British wine sector explored the key constructs of relationship quality; specifically, the cases examined whether or not the dimensions of relationship quality that Roberts (1998) and Roberts et al. (2000) have suggested are an appropriate framework. These dimensions are as follows: trust in credibility, trust in benevolence, commitment, conflict, satisfaction and social bonding. The evidence of the findings suggests that it does make sense to employ relationship quality as a concept in relationship marketing and management, and that the six dimensions are an appropriate framework for doing so. The managerial implications of the research findings are examined. The article concludes that there is a positive relationship between all of the antecedents of relationship quality (except for conflict), and that there is a positive relationship between customer retention and all of the consequences of customer retention (except for customer costs), and it proposes to test this idea in a confirmative, quantitative second part (using LISREL) in the context of the New Zealand-British wine sector.

scholarly journals Factors Influencing Teachers’ Implementation of a Reformed Instructional Model in China from the Theory of Planned Behavior Perspective: A Multiple Case Study

2019 ◽  
Vol 12 (1) ◽  
pp. 1 ◽  
Author(s):  
Wenjun Zhao ◽  
Ida Ah Chee Mok ◽  
Yiming Cao
Keyword(s):  
Theory Of Planned Behavior ◽  
Planned Behavior ◽  
Curriculum Reform ◽  
Instructional Model ◽  
Successful Implementation ◽  
Teaching Methodologies ◽  
Sustainable Implementation ◽  
Teacher Factors ◽  
Multiple Case

It is difficult for curriculum reform to achieve sustainable success without support from teachers in the front line. The authors of this paper investigated teacher factors behind the successful implementation of a reformed instructional model, the Dao Jiang Ping (DJP) model, in China. This study is part of a longitudinal project (2012–2017) that reported the level of DJP implementation and explored factors that influence teachers’ implementation. This paper mainly focuses on the latter. Six teachers were examined to look for reasons behind their different levels of DJP implementation. The theory of planned behavior (TPB), which has been widely used to explain and predict people’s behavior or intention to perform a behavior, is used as the theoretical framework for the study. Referring to the TPB framework, this study summarized factors into individual factors, perceived social factors and perceived contextual factors. Furthermore, the authors suggest extending the TPB framework by including teachers’ understanding of the reform ideas to facilitate its application in order to explore factors in reform contexts. Lastly, this study discusses several important factors that help teachers to implement new teaching methodologies continually, thus promoting the sustainable implementation of reforms.

Die Problematik der Implementierung von Kinästhetik in Einrichtungen der stationären Langzeitpflege – Eine Multiple Case-Study

Pflege ◽  
2020 ◽  
pp. 1-9
Author(s):  
Carola Maurer ◽  
Heidrun Gattinger ◽  
Hanna Mayer
Keyword(s):  
Multiple Case Study ◽  
Multiple Case

Zusammenfassung. Hintergrund: Einrichtungen der stationären Langzeitpflege investieren seit Jahren Ressourcen in die Entwicklung der Kinästhetikkompetenz der Pflegenden. Aus aktuellen Studien geht hervor, dass die Implementierung, bzw. die nachhaltige Förderung der Kinästhetikkompetenz problematisch ist, vertiefte Erkenntnisse zu den Ursachen fehlen jedoch. Fragestellung: Welche Hemmnisse verhindern eine nachhaltige Implementierung von Kinästhetik in Einrichtungen der stationären Langzeitpflege? Methode: Es wurde eine Multiple Case-Study in drei Einrichtungen der deutschsprachigen Schweiz durchgeführt. Aus leitfadengestützten Interviews und (fallbezogener) Literatur zum externen Kontext wurden in den Within-Case-Analysen die Daten induktiv verdichtet und diese Ergebnisse in der Cross-Case-Synthese miteinander verglichen und abstrahierend zusammengeführt. Ergebnisse: Die Synthese zeigt, dass die Implementierung von Kinästhetik innerhalb der Einrichtung auf drei verschiedenen Ebenen – der Leitungs-, Pflegeteam- und Pflegeperson-Ebene – als auch durch externe Faktoren negativ beeinflusst werden kann. Schlussfolgerungen: In der Pflegepraxis und -wissenschaft sowie im Gesundheitswesen benötigt es ein grundlegendes Verständnis von Kinästhetik und wie dieses im Kontext des professionellen Pflegehandelns einzuordnen ist. Insbesondere Leitungs- und implementierungsverantwortliche Personen müssen mögliche Hemmnisse kennen, um entsprechende Strategien entwickeln zu können.

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