In-Service Teachers’ and Educational Assistants’ Professional Development Experiences for Inclusive Physical Education

2019 ◽  
Vol 38 (4) ◽  
pp. 328-337 ◽  
Author(s):  
Hayley Morrison ◽  
Doug Gleddie
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Communities Of Practice ◽  
Reflective Journals ◽  
Starting Point ◽  
Hermeneutic Inquiry ◽  
Educational Assistants ◽  
Semistructured Interviews ◽  
Multiple Case

Purpose: The objective of this study was to understand and learn about in-service teachers’ and educational assistants’ professional development (PD) experiences for inclusive physical education (IPE), individually and collaboratively. Method: Using a multiple case study design and hermeneutic inquiry, the experiences of three teachers and three educational assistants were investigated. Data sources included semistructured interviews, focus groups, observations, and researcher reflective journals. Results: The practitioners’ experiences with PD for IPE revealed the following major themes: (a) it is just not there: IPE-PD is rare, (b) taking initiative: maximizing consultants as IPE-PD, and (c) together we are better: desire for collaborative IPE-PD. Discussion/Conclusions: PD for IPE needs to be developed and implemented for teachers and educational assistants working as an instructional team together. Engaging these practitioners in collaborative IPE-PD can support their learning and the teaching of IPE and acts as a starting point to form communities of practice in IPE.

scholarly journals Implications of Lesson Study for Tertiary-Level EFL Teachers’ Professional Development: A Case Study From Turkey

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110237
Author(s):  
İlknur Bayram ◽  
Fatma Bıkmaz
Keyword(s):  
Professional Development ◽  
Lesson Study ◽  
English Language ◽  
Research Question ◽  
Teaching Style ◽  
Language Teachers ◽  
Student Thinking ◽  
Pedagogical Content ◽  
Starting Point

This qualitative case study carried out at a Turkish university with four English language teachers aims to explore what teachers experience in the planning, implementation, analysis, and reporting phases of the lessons study process and what the implications of lesson study for teacher professional development can be. Data in this four-month study were gathered through observations, interviews, whole group discussions, and reflective reports. Findings revealed that lesson study had potential challenges and benefits for the professional development of teachers. The model poses challenges in finding a topic and research question, determining the lesson design and teaching style, making student thinking observable and analyzing qualitative data. On the other hand, it benefited teachers in terms of increasing their pedagogical content knowledge, reflectivity, research skills, collaboration, and collegiality. This study suggests that lesson study might be a good starting point for institutions wishing to adopt a more teacher-led, inquiry-driven and collaborative perspective for professional development.

scholarly journals ELEMENTS OF SOURCING STRATEGIES IN FM SERVICES - A MULTIPLE CASE STUDY

2006 ◽  
Vol 10 (4) ◽  
pp. 249-267 ◽  
Author(s):  
Tomi Ventovuori
Keyword(s):  
Decision Making ◽  
Geographical Area ◽  
Multiple Case Study ◽  
Integrated Approach ◽  
Strategy Development ◽  
Sourcing Strategies ◽  
Sourcing Strategy ◽  
Starting Point ◽  
Multiple Case

The aim of this paper is to identify the different elements of the sourcing strategy decision‐making process and to clarify what are the factors that lead to the selection of a certain sourcing strategy in FM services. The study is based on a literature review and a multiple case study, which was conducted with four organizations representing different types of FM service clients. To find the optimal sourcing strategy and understand the consequences of different sourcing options, five decision categories must be analysed: sourcing interface, organizational decision‐making, the scope of service package, the geographical area of sourcing and relationship type. There are also some other elements that must be taken into account in the process of sourcing strategy development such as different elements of business in general and the prevailing market conditions. It is strongly suggested that companies could apply the presented integrated approach as a starting point for the development of sourcing strategies in FM services. In addition, this study shows that companies should view the development of sourcing strategies as an important phase of the procurement cycle.

scholarly journals Innovation Motives in Family Firms: A Transgenerational View

2018 ◽  
Vol 44 (2) ◽  
pp. 256-287 ◽  
Author(s):  
Vanessa Diaz-Moriana ◽  
Eric Clinton ◽  
Nadine Kammerlander ◽  
G. T. Lumpkin ◽  
Justin B. Craig
Keyword(s):  
Family Firms ◽  
Fine Grained ◽  
Study Approach ◽  
Data Collection Process ◽  
Semistructured Interviews ◽  
Multigenerational Family ◽  
Multiple Case ◽  
Innovation Patterns

Drawing on the transgenerational entrepreneurship perspective, we employ a multiple case study approach to investigate why multigenerational family firms innovate. The data collection process drew upon five in-depth cases comprising 42 semistructured interviews, 25 participant observations, and several thousand pages of historical data dating from 1916 to 2017. We find patterns on how the firms’ long-term view—embracing both the past and the future—influences the innovation motives of these firms. Specifically, we identify three innovation patterns: conserving, persisting and legacy-building. We introduce a set of propositions and a framework linking long-term orientation dimensions to innovation motives and innovation outcomes. Our research thus contributes to a more fine-grained understanding of innovation behavior in family firms.

Evolving Pedagogy and Practice

2016 ◽  
pp. 2005-2033
Author(s):  
Susan Hennessey ◽  
Mark W. Olofson ◽  
Meredith J. C. Swallow ◽  
John M. Downes
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Professional Growth ◽  
Development Programs ◽  
Evaluation Tool ◽  
Teacher Pedagogy ◽  
Mathematics Classrooms ◽  
Multiple Case ◽  
Reflective Evaluation

This chapter presents qualitative research describing the pedagogy of middle grades mathematics teachers who participated in professional development in conjunction with classroom integration of 1:1 technology. Through a multiple-case study design, the expression and development of teacher pedagogy that occurred as teachers created self-designed action research projects grounded in pedagogical goals is illustrated. The use of action research in these four case studies as a vehicle for professional growth and as a reflective evaluation tool is discussed. When viewed through the lens of the TPACK framework (Mishra & Koehler, 2006), data suggest a technology-mediated shift in pedagogy in the area of differentiation in instruction and assessment in mathematics classrooms. Future implications regarding technology integration, professional development programs, and the use of the TPACK as a descriptive tool are considered.

Evolving Pedagogy and Practice

2016 ◽  
pp. 1457-1485
Author(s):  
Susan Hennessey ◽  
Mark W. Olofson ◽  
Meredith J. C. Swallow ◽  
John M. Downes
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Professional Growth ◽  
Development Programs ◽  
Evaluation Tool ◽  
Teacher Pedagogy ◽  
Mathematics Classrooms ◽  
Multiple Case ◽  
Reflective Evaluation

This chapter presents qualitative research describing the pedagogy of middle grades mathematics teachers who participated in professional development in conjunction with classroom integration of 1:1 technology. Through a multiple-case study design, the expression and development of teacher pedagogy that occurred as teachers created self-designed action research projects grounded in pedagogical goals is illustrated. The use of action research in these four case studies as a vehicle for professional growth and as a reflective evaluation tool is discussed. When viewed through the lens of the TPACK framework (Mishra & Koehler, 2006), data suggest a technology-mediated shift in pedagogy in the area of differentiation in instruction and assessment in mathematics classrooms. Future implications regarding technology integration, professional development programs, and the use of the TPACK as a descriptive tool are considered.

Chapter 3: Genesis and Change in Physical Educators’ Use of Social Media for Professional Development and Learning

2020 ◽  
Vol 39 (4) ◽  
pp. 445-453 ◽  
Author(s):  
Stephen Harvey ◽  
Jeffrey P. Carpenter
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Extended Period ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Physical Educators ◽  
Building Relationships ◽  
Starting Point ◽  
Semistructured Interviews ◽  
Use Of Social Media

Purpose: This descriptive study investigates the genesis and change in physical educators’ social media use for professional development and learning. Method: Data were collected through semistructured interviews with 48 physical educators who had actively used various social media professionally for an extended period of time. The data were analyzed inductively and aligned to the basic psychological needs defined by self-determination theory: relatedness, autonomy, and competence. Results: Building relationships with a trusted network of people and opportunities to express their autonomy were important drivers in the participants’ genesis and continued use of social media. Developing competence at both the start and throughout their social media journey was also critical. Discussion/Conclusions: The findings provide a starting point for in-depth research on the motivational characteristics underpinning physical educators’ reasons for starting and continuing to use social media for professional development and learning, and how these might change over time based on different psychological needs.

scholarly journals Behind Subcontractor Risk: A Multiple Case Study Analysis of Mining and Natural Resources Fatalities

Safety ◽  
2020 ◽  
Vol 6 (3) ◽  
pp. 40
Author(s):  
Charan Teja Valluru ◽  
Andrew Rae ◽  
Sidney Dekker
Keyword(s):  
Natural Resources ◽  
Multiple Case Study ◽  
Case Study Methodology ◽  
Case Study Analysis ◽  
Safety Work ◽  
Starting Point ◽  
Multiple Case ◽  
Study Methodology ◽  
Safety Systems

Subcontractors have always been linked to higher risk by the industry and academia. However, not much work exists in establishing the reasons behind this relationship. Much of the existing work, either categorise subcontractors under a theoretical label of work to apply the drawbacks of the label to them, or directly enter problem-solving mode. This study focusses on taking the perspective of subcontractors and explores ways in which this viewpoint interacts with safety systems and processes. This study applies a case study methodology to this problem. It examines a total of six cases reflecting six closed single subcontractor fatality accident investigation reports from the year 2004 to 2014 obtained from the Department of Natural Resources and Mines (DNRM) Queensland. These cases are then thematically analysed by employing subcontractor theory to identify themes to categorise the links between higher risk and subcontractors. The themes identified match two pre-existing categories (Institutional safety mechanisms do not cope with variability introduced by subcontractors; expertise in work does not translate to expertise in safety) and two new categories (communication does not flow to the subcontractor from the layers above them; safety work is viewed differently by subcontractor staff when compared to principal contractor’s/operators’) of subcontractor risk. This study aims to serve as a starting point for further research in understanding the subcontractor safety situation by putting things into the subcontractor’s perspective.

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.

Middle School Physical Education Teachers’ Perspectives on Overweight Students

2016 ◽  
Vol 35 (2) ◽  
pp. 127-137 ◽  
Author(s):  
Sarah A. Doolittle ◽  
Paul B. Rukavina ◽  
Weidong Li ◽  
Mara Manson ◽  
Angela Beale
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Physical Education Teachers ◽  
Ecological Constraints ◽  
The Social ◽  
Multiple Case ◽  
Treat All ◽  
Teachers Perspectives ◽  
Constraints Model

Using the Social Ecological Constraints model, a qualitative multiple case study design was used to explore experienced and committed middle school physical education teachers’ perspectives on overweight and obese students (OWS), and how and why they acted to include OWS in physical education and physical activity opportunities in their school environments. Three themes emerged. 1) OWS are “the same, but different.” Teachers attempted to treat all students the same, but perceived variations among OWS’ participation in PE and related individual constraints. 2) Teachers’ concerns lead to individual goals and specific actions. Teachers identified specific goals and approaches to help individual OWS who needed extra attention. 3) OWS are a responsibility and challenge. Many of these teachers felt a responsibility to devote extra time and effort to help struggling OWS to succeed. These teachers avoided obesity bias, and exhibited beliefs and actions similar to a caring perspective.

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