scholarly journals Exploring Instructors’ Practices in Student Engagement: A Collective Case Study

2017 ◽  
Vol 17 (4) ◽  
pp. 126-149
Author(s):  
Vishal Arghode ◽  
Jia Wang ◽  
Ann Lathan
Keyword(s):  
Student Engagement ◽  
Learning Styles ◽  
Personal Development ◽  
Comparative Method ◽  
The United States ◽  
Collective Case Study ◽  
Social And Emotional ◽  
Engaging Instruction ◽  
Asking Questions

Instructors use various strategies to improve learning. To explore what instructors perceived as critical aspects of engaging instruction, we conducted a qualitative case study with seven instructors in the United States. Data was collected through individual face-to-face interviews. The conversations were audio-taped and transcribed verbatim. The analyses of the transcriptions were conducted using the constant comparative method. Findings from the study varied. Yet, participants agreed that an engaging instructor must focus on learning; consider various aspects of students’ personal development including their cognitive, social, and emotional development; and take care of different student learning styles, for example, visual, auditory, and kinesthetic. Participants stressed the importance of student engagement. Body language, verbal and non-verbal cues, and eye contact were the main parameters used by the participants to evaluate student engagement. Participants also emphasized the importance of asking questions and assessing instructional effectiveness by evaluating the questions asked by students.

Exploring trainers’ engaging instructional practices: a collective case study

2016 ◽  
Vol 40 (2) ◽  
pp. 111-127 ◽  
Author(s):  
Vishal Arghode ◽  
Jia Wang
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Training Session ◽  
Research Area ◽  
Small Sample ◽  
Training Context ◽  
Content Type ◽  
Collective Case Study ◽  
Study Approach

Purpose – This study aims to explore the phenomenon of training engagement from the trainers’ perspective. Specifically, two questions guided this inquiry. First, how do trainers define engagement in the training context? and What strategies do trainers use to engage trainees? Design/methodology/approach – The collective case study approach was adopted for this qualitative study. Seven cases were selected for in-depth analyses. Data were collected through individual, face-to-face interviews and analyzed using the constant comparative analysis method. Findings – Major findings suggest that engaging training practices take various forms. They include being trainee-centered, maximizing learning through entertaining and interesting instruction, accommodating different learning styles, eliciting trainee participation by creating an encouraging learning environment and connecting with trainees by building rapport early in a training session. Research limitations/implications – The small sample limits the generalizability of the findings. However, this study expands training literature by focusing on an under-explored research area, the role of engaging trainees in maximizing learning outcomes. Practical implications – For trainers, this study offered some specific strategies they can use to engage learners in the training context to achieve desired learning outcomes. In addition, the seven cases selected for this study may be used as a benchmark against which both experienced and novice trainers compared their own practices. Originality/value – This is one of very few qualitative studies with a focus on emotional aspects involved in training. The rich data from this study shed light on areas for future improvement, particularly regarding how to effectively engage trainees to maximize learning outcomes.

Using the Children's Literature Course to Promote Teacher Candidates' Cultural Competence

2021 ◽  
pp. 460-481
Author(s):  
Erin Hogan Rapp ◽  
Melissa Landa
Keyword(s):  
Preservice Teachers ◽  
Children's Literature ◽  
Cultural Competence ◽  
Teacher Candidates ◽  
Children’S Literature ◽  
Cultural Knowledge ◽  
Culturally Competent ◽  
Collective Case Study ◽  
Asking Questions

This chapter presents the results from a collective case study of 23 undergraduate preservice teachers enrolled in a Children's Literature course at a large Mid-Atlantic university. It explores how course instruction in and around high-quality, culturally diverse children's literature facilitated both displays of culturally competent dispositions and cultural knowledge of self and others. The chapter also describes how the preservice teachers under study applied their culturally competent dispositions as they rehearsed selecting texts, planning activities, and asking questions to their future students. The Cultural Competence for Teaching Framework provided a useful metric to evaluate participants' displays of cultural competence across the course of the semester. Within this chapter, the authors describe how they embedded cultural competence education inside the course including a description of the activities, texts, and pedagogy used.

scholarly journals Cultural identity of bilingual adults : a case study

2021 ◽  
Author(s):  
◽  
Anastasiia Gorlova
Keyword(s):  
Cultural Identity ◽  
Comparative Method ◽  
The United States ◽  
Structured Interviews ◽  
Graduate Studies ◽  
Hybrid Identities ◽  
Language And Culture ◽  
Constant Comparative Method ◽  
Research Findings

This case study of the cultural identity of bilingual adults aims to discover the changes in the self-identification of sequential Russian-English bilingual adults that occur as a result of the immersion in the second language and culture. The study strives to answer the question of the change in self-identification of bilingual adults and the way they perceive those changes as well as the role that language plays in the transformation of identity. The participants of the study are Russian-born graduate students pursuing their graduate studies at the Universities in the United States. The data for this qualitative study were gathered through oral semi-structured interviews and samples of participants' writing and analyzed using the constant comparative method. The research findings show that the participants of the study are situated on a various levels of the construction of hybrid identities. Among the factors that influenced that transformation of identity, the most were the loss of network and connections and the differences between American and Russian cultures. Additionally, language as a factor in the change of self-identification affects the identity when individuals temporarily lose the ability to communicate and then learn new communication strategies that involve a system of both languages based on the principles of efficient communication.

scholarly journals Utilizing Comparative Education as a Platform for Deepening Student Engagement with Catholic Social Teaching: An Exploratory Case Study in Study-Abroad

2021 ◽  
Vol 24 (2) ◽  
pp. 170-186
Author(s):  
Bryan Meadows ◽  
Keyword(s):  
Student Engagement ◽  
Study Abroad ◽  
Catholic Education ◽  
Comparative Education ◽  
Catholic Social Teaching ◽  
The United States ◽  
Social Teaching ◽  
Catholic Higher Education ◽  
Exploratory Case Study

Central to the mission of Catholic higher education are the themes of Catholic social teaching. This contribution to the Education in Practice section recounts a 15-week undergraduate course that deepened student engagement in Catholic social teaching themes through comparative education studies and a study abroad experience to Japan. A detailed description of the course’s main segments draws on artifacts of student coursework and post-interviews. The contribution of comparative education is that students are provided a platform upon which they can explore deeper, underlying principles to individual Catholic social teaching themes. This contribution further provides practitioners step-by-step guidance in how to develop similar learning experiences for students in their university context. This report of Catholic Education at the classroom-level fits into the existing knowledge of how universities in the United States are engaging undergraduates in Catholic social teaching themes, as an expression of Catholic mission.

Is Marine Spatial Planning Enough to Overcome Biological Data Deficiencies?

2018 ◽  
Vol 20 (04) ◽  
pp. 1850012 ◽  
Author(s):  
Kendra Ryan ◽  
Andy Danylchuk ◽  
Adrian Jordaan
Keyword(s):  
United States ◽  
Spatial Planning ◽  
The United States ◽  
Biological Data ◽  
Offshore Wind ◽  
Marine Spatial Planning ◽  
Collective Case Study ◽  
Installed Capacity ◽  
Permitting Process

The United States only accounts for 0.2% of the global offshore wind installed capacity despite a potential technical resource four orders of magnitude greater. A cumbersome permitting process is one of the challenges in implementing new projects. Part of this process requires biological data in order to inform assessments of environmental impacts; yet these data may be lacking for particular taxa at the required scale. Marine spatial planning (MSP) is a process that often includes data identification, collection, collation and analyses components. In this paper, we conduct a collective case study of three areas with offshore wind projects located in waters managed by marine spatial plans, focusing on how data efforts inform MSP and offshore wind development. Our study finds that MSP can facilitate data efforts during the permitting phase of offshore wind projects, but that other initiatives, particularly renewable energy policies and zoning, appear critical towards establishing offshore wind.

scholarly journals The Emergence of transnational awareness among children in immigrant families

2019 ◽  
Vol 19 (1) ◽  
pp. 3-33 ◽  
Author(s):  
Catherine Compton-Lilly ◽  
Jieun Kim ◽  
Erin Quast ◽  
Sarah Tran ◽  
Stephanie Shedrow
Keyword(s):  
Literacy Practices ◽  
Funds Of Knowledge ◽  
Immigrant Families ◽  
The United States ◽  
Collective Case Study ◽  
The Past ◽  
The World ◽  
Physical Barriers ◽  
Over Time

In the past, physical barriers such as geography and distance limited global communication. In this paper, we explore how young children in immigrant families engage in transnational literacy practices. Specifically, we explore the transnational funds of knowledge that result from those experiences. This three-year longitudinal collective case study involves ten children from immigrant families who have come to the United States from around the world. The students entered the study in four-year-old kindergarten, grade 1 or grade 2. Each year, we collected observations, spoken data and student-created artefacts (e.g. writing samples, maps, photographs). Data sources were designed to highlight the various spaces that the immigrant families occupy or have occupied over time (i.e. home/neighbourhood/ school; native country/country of residence). Our reading and rereading of coded data across the sample led us to focus on families’ digital transnational practices and children’s transnational awareness. We argue that these funds of knowledge should be recognized in classrooms and schools and that they have the potential to contribute to the nurturing of cosmopolitan perspectives for all children.

scholarly journals A case study of teachers' perceptions of student engagement in one Midwest rural high school

2017 ◽  
Author(s):  
◽  
Dasha D. Davis
Keyword(s):  
High School ◽  
Student Engagement ◽  
Learning Styles ◽  
Student Interest ◽  
Teachers Perceptions ◽  
Teacher Relationships ◽  
Rural High School ◽  
Poor Outcomes ◽  
Development Center

This qualitative study examines teachers' perceptions of student engagement in one Midwest rural high school. The researcher examined teacher, administrator, and members of the regional professional development center responses through interviews regarding engagement definitions, factors, obstacles, importance to achievement, training, strategies, and teacher knowing-doing gap. Definitions of engagement included what students were doing, and what they were thinking in relation to the academic focus. Factors, such as teacher relationships, student interest, and relevance sometimes turned into obstacles if there were poor outcomes of the factors. Themes of strategies included using a variety of teaching practices for all learning styles, and structure or choice of learning activities.

scholarly journals Combining Chalk Talk with PowerPoint to Increase In-class Student Engagement

2016 ◽  
Vol 7 (4) ◽  
Author(s):  
Swati Betharia
Keyword(s):  
Student Engagement ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Basic Science ◽  
Flipped Classroom ◽  
Student Perception ◽  
Visual Learners ◽  
Student Learning Styles

In striving to attain a higher degree of in-class student engagement, and target a larger number of preferred student-learning styles, this case study describes a multimodal teaching approach. PowerPoint slides have gradually gained popularity over the more traditional chalk and talk lecture design. The student population in today’s age seeks more non-passive modes of information delivery. Numerous novel approaches to enhance active learning, such as flipped classroom and problem-based learning, have recently been explored. While working well for therapeutic and lab-based courses, these formats may not be best-suited for all basic science topics. The importance of basic science in a pharmacy curriculum is well emphasized in the 2016 ACPE Standards. To actively involve students in a pharmacology lecture on diuretics, a session was designed to combine the PowerPoint and chalk talk approaches. Students created 10 concept diagrams following an instructor, who explained each step in the process using a document camera. For visual learners, these diagrams provided a layered representation of the information, gradually increasing in complexity. For learners with a preference for the reading learning style, the information was also available in corresponding PowerPoint slides. Scores from pre- and post-session quizzes indicated a high level of concept understanding and recall (median 1 [IQR 0 – 2] vs 4 [IQR 3 – 5]; p<0.001). The student perception survey data reported higher in-class attention levels (76%), an appreciation for the utility of self-created concept diagrams (88%), and a call for additional sessions being presented in this format (73%). Targeting a variety of student learning styles by using the active development of concept diagrams, in addition to traditional PowerPoint slides, can promote student engagement and enhance content understanding.   Type: Case Study

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