Online Dyslexia Professional Development for Diverse Practitioners: A Multiple-Case Study

2021 ◽  
pp. 088840642110503
Author(s):  
Kristi Cheyney-Collante ◽  
Vivian Gonsalves ◽  
Sarah Giuliani
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Program Analysis ◽  
Critical Path ◽  
Development Program ◽  
Multiple Case Study ◽  
Community Members ◽  
Multiple Case ◽  
Language Learning Disability

The International Dyslexia Association estimates that on average, as many as 15% to 20% of the population may display symptoms of dyslexia, which include inaccurate or laborious reading, and weak spelling and writing. Unfortunately, many individuals with dyslexia have found themselves surrounded by school and community members who do not understand this pervasive and well-documented language-learning disability. Data on experiences of diverse practitioners attempting to gain expertise in dyslexia are one critical path for identifying potential mechanisms for mitigating these challenges. In this article, the authors report on a multiple-case study designed to better understand the experiences and contexts of graduate students enrolled in an online dyslexia assessment and intervention professional development program. Analysis revealed common contextual barriers to practice across unique settings and also common supports acquired as participants built their internal capacity through their online learning experiences.

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.

scholarly journals Speaking like a scientist: A multiple case study on sketch and speak intervention to improve expository discourse

2021 ◽  
Vol 6 ◽  
pp. 239694152199860
Author(s):  
Amy K Peterson ◽  
Teresa A Ukrainetz ◽  
RJ Risueño
Keyword(s):  
Language Learning ◽  
Multiple Case Study ◽  
Language Disorders ◽  
Sixth Grade ◽  
Post Intervention ◽  
Verbal Rehearsal ◽  
Speech Language Pathologist ◽  
Multiple Case

Purpose This descriptive multiple case study examined the effects of a contextualized expository strategy intervention on supported and independent note-taking, verbal rehearsal, and reporting skills for three elementary students with language disorders. Method Two 9-year-old fourth grade students and one 11-year-old sixth grade student with language disorders participated. The intervention was delivered as sixteen individual 20-minute sessions across nine weeks by the school speech-language pathologist. Students learned to take written and pictographic notes from expository texts and use verbal formulation and rehearsal of individual sentences and whole reports in varied learning contexts. To explore both emergent and independent accomplishments, performance was examined in final intervention session presentations and pre/post intervention testing. Results Following the intervention, all three students effectively used notes and verbal rehearsal to prepare and present fluent, organized, accurate, confident oral reports to an audience. From pre- to post-test, the students showed a range of improvements in the quality of notes, use of verbal rehearsal, holistic quality of oral and written reporting, and strategy awareness. Conclusions Sketch and Speak shows potential as an expository intervention for students who struggle with academic language learning. The results support further examination of this intervention for supported strategy use by younger students and independent use by older students.

scholarly journals Access to Technical Assistance: A Case Study of Suppliers in the Malaysian Automotive Industry

2015 ◽  
Author(s):  
Kadzrina Abdul Kadir ◽  
Hassan A. Ali ◽  
On Kit Tam
Keyword(s):  
Technology Transfer ◽  
Qualitative Study ◽  
Automotive Industry ◽  
Technical Assistance ◽  
Development Program ◽  
Multiple Case Study ◽  
Supplier Development ◽  
Multiple Case ◽  
Positive Experiences

Technology transfer has been an important area in supplier development as suppliers are expected to develop their capabilities with their technical partners. The literature has focused on supplier development programmes implemented by automakers for their suppliers. However, less focus has been on the suppliers who received them, particularly the dependent suppliers: suppliers whose major buyers account for 20% or more of their sales. Thus, the aim of this paper is to examine the experiences of the dependent suppliers with their technical partners, which was part of the supplier development program that was implemented by their major buyers. This study was based on interviews with seven supplier organisations in the Malaysian automotive industry. Findings suggest that both positive and less positive experiences were received by the dependent suppliers, and possible explanations were discussed.   Keywords: Supplier development, technical assistance, technology transfer, automotive industry, qualitative study, multiple-case study.

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