scholarly journals Safety, advocacy, and the teacher’s role: Pre-service teachers and school shooting policies

2020 ◽  
Vol 28 ◽  
pp. 31
Author(s):  
May Hara
Keyword(s):  
Qualitative Case Study ◽  
School Shootings ◽  
School Shooting ◽  
Pedagogical Practice ◽  
Group Discussions ◽  
Individual Interviews ◽  
The Core ◽  
Teachers Experiences ◽  
Teacher Policy

In this qualitative case study, I examine pre-service teachers’ experiences with school shooting policy.  Analysis of individual interviews, group discussions and reflective memos with pre-service teachers (n=7) in seven Massachusetts districts shows that pre-service teachers, while deeply concerned about the possibility of school shootings, viewed existing policies as ineffective, damaging to their pedagogical practice and relationships with students, and out of step with teachers’ concerns. Further, they interpreted proposed policies as undermining the value of teachers in contemporary society and threatening the core tenets of teachers’ work. Constrained by limited professional development around policy involvement, pre-service teachers expressed significant doubts about their ability to effect meaningful policy change. This research has implications for educational policy and teacher policy involvement.

scholarly journals Perceptions of School Counselors Surviving a School Shooting

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1985325 ◽  
Author(s):  
Carleton H. Brown
Keyword(s):  
School Counselors ◽  
Lived Experiences ◽  
Qualitative Case Study ◽  
School Shootings ◽  
Professional Responsibility ◽  
School Shooting ◽  
Counseling Services ◽  
Perceptions Of School

School counselors have an ethical and professional responsibility to offer counseling services during crises such as a school shooting. Limited research has explored the lived experiences and practices of school counselors who have experienced a school shooting. This article discusses a qualitative case study investigating school counselors’ experiences related to school shootings and presents implications for school counselors.

scholarly journals Aboriginal Perspectives and/in Mathematics: A Case Study of Three Grade 6 Teachers

in education ◽  
2014 ◽  
Vol 21 (1) ◽  
pp. 12-22
Author(s):  
Kathleen Nolan ◽  
J. Harley Weston
Keyword(s):  
Mathematics Curriculum ◽  
Aboriginal Education ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Individual Interviews ◽  
Mathematics Classrooms ◽  
Teachers Experiences ◽  
And Mathematics ◽  
Teachers Perspectives

AbstractThe marriage of Aboriginal perspectives and mathematics is complex and comes with multiple interpretations. Through the research presented in this paper, we propose that one possibility for a lasting relationship between Aboriginal perspectives and mathematics lies in understanding more about teachers' experiences and stories from their own mathematics classrooms, with their own students. The purpose of this paper, and of the research project informing this paper, is to understand how Grade 6 teachers in one particular Canadian province (Saskatchewan) are addressing Aboriginal-focused curriculum goals/outcomes and to listen to teachers' perspectives on teaching mathematics with a distinctly Aboriginal focus. Data collection consisted of focus group discussions, individual interviews, and classroom observations with three case study teachers (Chris, Joe, and Lindsay). In this paper, we present three brief vignettes constructed out of the data, which provide a glimpse into the uniqueness of each teacher, each classroom, and each interpretation of what it means to teach mathematics through a distinctly Aboriginal focus.            Keywords: Aboriginal education; mathematics curriculum; qualitative research; case study; Grade 6 teachers

“When My Hands Were Tied, You Were Able to Continue”

2021 ◽  
Vol 2 (2) ◽  
pp. 161-176
Author(s):  
Mary Kimani ◽  
Catherine Vanner
Keyword(s):  
Child Abuse ◽  
Qualitative Case Study ◽  
Case Study Research ◽  
Document Analysis ◽  
Research Process ◽  
Research Assistant ◽  
Ethical Challenges ◽  
Individual Interviews ◽  
Abuse Case

This paper discusses our experiences harnessing the complementarity of perspectives, positions, and resources as an outsider lead researcher and an insider research assistant while reporting a child abuse case that we learned of during qualitative case study research in Kenya. We use collaborative autoethnography to examine our experiences during the research process, with semi-structured individual interviews of each other and document analysis of our email correspondence. We provide a narrative of vulnerability regarding the complexity of reporting child abuse and offer recommendations on how researchers can navigate their limitations and strategically draw from insider-outsider partnerships when managing ethical challenges.

scholarly journals Graduand Student Attributes: A Canadian Case

2017 ◽  
Vol 47 (1) ◽  
pp. 61-79 ◽  
Author(s):  
Heather Kanuka ◽  
Summer Cowley
Keyword(s):  
Undergraduate Education ◽  
Qualitative Case Study ◽  
Shared Understanding ◽  
Flexible Display ◽  
The Core ◽  
Program Of Study ◽  
Usual Process ◽  
Problem Solvers ◽  
Undergraduate Programs

The purpose of this qualitative case study was to gain insights into how academics understand undergraduate graduand attributes. The findings reveal some alignment in views about student attributes, including that they are engaged citizens, are self-directed, have imagination, are questioning, are flexible, display leadership, are problem solvers, and possess character. This consistency, however, does not include the spectrum of views on how these attributes are conceived and developed. The findings reveal a range of interpretations regarding the kinds and levels of understandings of how graduand student attributes are developed throughout an undergraduate program of study. The findings indicate that (i) a shared understanding does not exist on how academics construe student attributes, (ii) academics do not share common meanings about the core achievements of a higher education, or how these are developed through students’ undergraduate programs, and (iii) student attributes tend not to be perceived as developing from the usual process of an undergraduate education.  

scholarly journals Changing Media Framings of School Shootings: A Case Study of the Parkland School Shooting

2021 ◽  
Author(s):  
Jennifer LaRose ◽  
Jose Torres ◽  
Michael Barton
Keyword(s):  
Media Coverage ◽  
Media Framing ◽  
School Shootings ◽  
School Shooting ◽  
Front Page ◽  
The Social ◽  
Social Coping ◽  
Time Periods ◽  
Coping Model

The Parkland school shooting that occurred on February 14, 2018, ranks among the deadliest high school shootings in recorded history with 17 injuries and 17 casualties. Like other mass school shootings, this event garnered extensive media coverage, but little research has been conducted to examine how media framing for this event compares with previous school shootings. This study examines the framing of the Parkland school shooting by location over time using the Social Coping Model, which describes how collectives cope with and heal from traumatic events. Specifically, this study compares frames of front-page news articles from three local news outlets and three national outlets across three time periods in the immediate aftermath of the shooting. The results indicate the coverage of the Parkland shooting was similar to previous shootings, but the results also suggest a shift in media coverage. The implications for this shift are explored in the context of a changing media landscape while also noting the importance of the Social Coping Model towards understanding the dynamic process of framing school shootings.

scholarly journals Spelling in the Context of Writing: An Investigation of the Knowledge and Strategies Used by Average and Below Average Writers after Three Years at School

2021 ◽  
Author(s):  
◽  
Helen Pentecost
Keyword(s):  
Primary Schools ◽  
Visual Memory ◽  
Qualitative Case Study ◽  
Limited Range ◽  
Primary Students ◽  
Structured Interviews ◽  
New Words ◽  
Individual Interviews ◽  
Level Data

<p>After three years of schooling, some primary students are behind the expected levels for spelling achievement. This qualitative case study sought an insider view from 12 Year 4 students on the strategies they used to spell words within the context of classroom writing programmes. The students in the study attended three primary schools. Half the students had been identified by their teachers as achieving below the expected level in spelling for their year group and half at the expected level. Data were collected through a series of semi-structured interviews with groups of students and individual interviews with teachers from their schools. Data were also gathered from analysis of the students' writing samples. A comparison was made between the data gathered from the two groups of students, searching for similarities and differences in their strategies and understandings about spelling. Data from the students were also compared to the teachers' views about how students learn to spell. The average-achieving students viewed new words as problems that can be solved through using a combined repertoire of strategies. These included drawing on visual memory, using phoneme-grapheme relationships and morphological strategies to spell challenging words. In contrast, the below average achievers had a more limited range of strategies, tending to use only one strategy at a time and did not readily making links to their prior knowledge. If teachers are aware of these strategies and how successful spellers combine appropriate strategies, they can assist students to improve their spelling by giving specific instruction and feedback on their use.</p>

Assuring quality of school-based assessment: the perspectives of heads of department in moderating tourism tasks

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Zanele Dube-Xaba ◽  
Malehlohonolo Precious Makae
Keyword(s):  
Quality Assessment ◽  
Qualitative Case Study ◽  
School Curriculum ◽  
Assessment Practices ◽  
Limited Sample ◽  
Group Discussions ◽  
Content Type ◽  
School Based ◽  
Secondary School Curriculum

Purpose The aim of quality assessment is to support the development of learners’ competencies as required in 21st century economies. This paper aims to analyse the role and understanding of heads of department (HoDs) regarding quality assessment and the moderation of school-based assessment (SBA) tasks in tourism, which is a subject in the secondary school curriculum. Design/methodology/approach To elicit valid findings in this interpretative study, focus group discussions were conducted with 16 participants. The HoDs who participated in this study were purposively sampled based on their role as managers of tourism in their respective schools. Findings Informed by the context, input, process and output theoretical model, this study identified various elements that impacted the enactment of HoDs’ role in the moderation of SBA tasks, with particular reference to tourism. Despite these HoDs’ understanding of the importance of moderation as a key aspect in assuring quality assessment practices, it was found that the moderation of tourism SBA tasks was generally not conducted meticulously and appropriately. Research limitations/implications The qualitative case study on which this paper is based used a limited sample within a restricted timeframe and the results may thus not be generalised. However, the methodology produced trustworthy results and may thus be replicated and extended to other subjects with a practical component for enhanced insights into SBA practices. Practical implications This paper highlights the necessity for schools to rely on knowledgeable and principled curriculum leaders, particularly HoDs, for the effective management of assessment and moderation strategies to ensure quality outcomes. The qualitative case study on which this paper is based used a limited sample within a restricted timeframe, and the results may thus not be generalised. However, the methodology produced trustworthy results and may thus be replicated and extended to other subjects with a practical component for enhanced insights into SBA practices. Originality/value This paper contributes to the discourse on quality assurance and SBA, with particular focus on how quality assessment can be enhanced in the moderation process of tourism. The insights that this paper share may contribute to improved policy decisions regarding the SBA process in tourism.

scholarly journals Stakeholder Assessment of the Feasibility of Poplar as a Biomass Feedstock and Ecosystem Services Provider in Southwestern Washington, USA

Forests ◽  
2018 ◽  
Vol 9 (10) ◽  
pp. 655 ◽  
Author(s):  
Noelle Hart ◽  
Patricia Townsend ◽  
Amira Chowyuk ◽  
Rick Gustafson
Keyword(s):  
Ecosystem Services ◽  
Land Use Planning ◽  
Qualitative Case Study ◽  
Economic Modelling ◽  
Floodplain Management ◽  
Group Discussions ◽  
Local Agriculture ◽  
Poplar Trees ◽  
Populus Spp

Advanced Hardwood Biofuels Northwest (AHB), a USDA NIFA-funded consortium of university and industry partners, identified southwestern Washington as a potential location for a regional bioproducts industry using poplar trees (Populus spp.) as the feedstock. In this qualitative case study, we present the results of an exploratory feasibility investigation based on conversations with agricultural and natural resources stakeholders. This research complements a techno-economic modelling of a hypothetical biorefinery near Centralia, WA, USA. Interviews and group discussions explored the feasibility of a poplar-based bioproducts industry in southwestern WA, especially as it relates to converting land to poplar farms and the potential for poplar to provide ecosystem services. Stakeholders revealed challenges to local agriculture, past failures to profit from poplar (for pulp/sawlogs), land-use planning efforts for flood mitigation and salmon conservation, questions about biorefinery operations, and a need for a new economic opportunity that “pencils out”. Overall, if the business model is convincing, participants see chances for win-win situations where landowners could profit growing poplar on otherwise low-value acreage and achieve ecosystem services for wastewater or floodplain management.

scholarly journals Supporting Children’s Well-being with Art in Nature: Artist Pedagogue Perceptions

2020 ◽  
Vol 14 (1) ◽  
pp. 98-112
Author(s):  
Nicola Walshe ◽  
Elsa Lee ◽  
Millie J. Smith
Keyword(s):  
Mental Health ◽  
Sustainable Development Goals ◽  
Qualitative Case Study ◽  
Well Being ◽  
Green Spaces ◽  
Individual Interviews ◽  
The Arts ◽  
Development Goals ◽  
Mental Well Being

There is increasing concern about children’s mental well-being and an urgent need for research into how to support positive mental health; including as part of the United Nations Sustainable Development Goals (SDGs). Alongside this is the heightened awareness about diminished access to green spaces and diminished exposure to the arts for children. Our research aims to show the potential for addressing these three issues in tandem through a qualitative case study exploring the work of one charity, Cambridge Curiosity and Imagination (CCI). The charity undertakes arts-based projects in nature with children. In particular, this article considers the implications of CCI artist pedagogues’ perceptions of their nature-based practice for children’s well-being. The research comprised a ‘talk and draw’ focus group followed by individual interviews with CCI artists. Findings show artist pedagogues’ work has the potential to support aspects of children’s well-being through promotion of agency, developing confidence and providing inspiration to support creativity.

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