Early childhood teachers' music knowledge and professional development : a multiple-case study in Hong Kong

2015 ◽  
Author(s):  
Yuen-ting Ng
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Hong Kong ◽  
Early Childhood Teachers ◽  
Multiple Case Study ◽  
Multiple Case

Mathematics Teachers' Perspectives on Professional Development Around Implementing High Cognitive Demand Tasks

2017 ◽  
pp. 538-560 ◽  
Author(s):  
Amber G. Candela
Keyword(s):  
Professional Development ◽  
Instructional Practices ◽  
Mathematics Teachers ◽  
Cognitive Demand ◽  
Multiple Case Study ◽  
Mathematics Classrooms ◽  
Multiple Case ◽  
Teachers Perspectives ◽  
High Cognitive Demand

This chapter will provide readers with an overview of a professional development created and enacted to support teachers' implementation of high cognitive demand tasks (Smith & Stein, 2011). This multiple case study seeks to give voice to the three seventh grade mathematics teachers who participated in the professional development as they share their perspectives on what factors affected their implementation of high cognitive demand tasks. The goal of this chapter is to provide an overview of the structure of the professional development, share the aspects of the professional development the teachers identified as supportive when planning and implementing high cognitive demand tasks in their mathematics classrooms, and discuss ideas for future professional development aimed at providing teachers with instructional practices to incorporate into classrooms.

Online sustainability reporting at universities: the case of Hong Kong

2019 ◽  
Vol 11 (5) ◽  
pp. 887-901
Author(s):  
Yi An ◽  
Howard Davey ◽  
Harun Harun ◽  
Zebin Jin ◽  
Xin Qiao ◽  
...  
Keyword(s):  
Higher Education ◽  
Hong Kong ◽  
Public Universities ◽  
Multiple Case Study ◽  
Sustainability Reporting ◽  
University Management ◽  
Content Type ◽  
Multiple Case ◽  
Practical Implications

Purpose The purpose of this study is to examine the current state of online sustainability reporting in the Hong Kong higher education sector from a variety of perspectives. Design/methodology/approach The multiple case study was the research method for this research. Content analysis of the university website, as well as interview with university management, personnel in the sustainability office, academics and students, were adopted for data collection. An assessment framework for sustainability reporting was developed as an instrument for content analysis, based on G4 guidelines and prior literature. Findings The authors observe that most Hong Kong public universities have a specific webpage for sustainability reporting on the website, which consists of an amount of sustainability-related information in terms of general aspects, specific aspects and stakeholder participation. Moreover, they notice that Hong Kong public universities attach importance to sustainability and its reporting, and they would like to communicate their sustainability activities to various stakeholders and the community where they operate. Practical implications This paper indicates some practical implications for academics, university management, policymakers and sustainability education amongst universities in Hong Kong and beyond. Social implications This paper argues that universities, as a central place to foster talents and future leaders, should operate in a sustainable manner at the first place and then report their sustainability-related activities taking full advantage of the current information and communication technologies, so as to discharge accountability to various stakeholders and meet the expectations of the community where they operate. Originality/value This paper uses a multiple case study approach to explore the status of online sustainability reporting at Hong Kong universities, which contributes to limited research in the area, particularly for online sustainability reporting in the higher education institutions, and makes some contributions to the extant literature.

Doing things differently: Exploring attachment patterns and parental intentions in families where a child has a diagnosis of autism

2020 ◽  
Vol 25 (4) ◽  
pp. 766-777
Author(s):  
Nicholas Bond ◽  
Rudi Dallos ◽  
Rebecca McKenzie
Keyword(s):  
Early Childhood ◽  
Multiple Case Study ◽  
Clinical Implications ◽  
Childhood Experiences ◽  
Case Study Design ◽  
Emotional Environment ◽  
Embodied Experiences ◽  
Multiple Case ◽  
Depth Interviews

The article examines the experience of parenting a child with a diagnosis of autism with a focus on scripts and intentions in relation to the parents’ own childhood experiences of being parented. Five parents participated in a multiple case study design involving in-depth interviews, Adult Attachment Interviews and a parenting intentions scaling task. The findings revealed that all of the parents had experienced significant adverse events in their own childhoods, including trauma and losses. They also expressed intentions to offer parenting that was ‘corrective’ in terms of providing a better emotional environment for their children. Their corrective attempts and also intentions to repeat positive aspects of being parented were moderated by unconscious aspects of their early childhood experiences and also by the autistic features of their children. The interplay between early embodied experiences, theories of autism, parenting experiences and intentions is discussed along with clinical implications.

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