scholarly journals Bullying and Victimisation Dynamics in High School: An Exploratory Case Study

2017 ◽  
Vol 19 (1) ◽  
pp. 147-163 ◽  
Author(s):  
Lucy M. George ◽  
B. Ivan Strom
Keyword(s):  
High School ◽  
High School Teachers ◽  
Research Question ◽  
Secondary Data ◽  
Future Research ◽  
Face To Face ◽  
Exploratory Case Study ◽  
Teachers Professional Development ◽  
Cross Case Analysis

AbstractBullying is a worldwide concern and erroneous perceptions of the phenomenon could underscore unsustainable interventions. The purpose of this qualitative exploratory case study was to examine, in-depth, how some high school teachers from two schools in New Jersey perceived student bullying. The primary research question was: What perceptions do teachers have about student bullying? The main data were from face-to-face interviews with 14 teachers who answered semi-structured, open-ended questions. Secondary data originated from physical artefacts. The data analysis consisted of four phases. Inductive analysis allowed for the composition of individual cases. Cross-case analysis allowed data classification into three main areas of inquiry aligned with the three secondary research questions (a) bullying and victimisation dynamics as perceived by teachers, (b) adequacy of current interventions, and (c) adequacy of teachers’ professional development for bullying mitigation. The data unveiled inconsistencies between causes of bullying and interventions. It culminated in recommendations for leadership and suggestions for future research.

The Effects of Teaching Reflection Diaries on In-Service High School Teachers in Japan

Relay Journal ◽  
2020 ◽  
pp. 80-99
Author(s):  
Naoya Shibata
Keyword(s):  
High School ◽  
High School Teachers ◽  
Illustrative Case ◽  
Teaching Beliefs ◽  
Experienced Teacher ◽  
Female Teachers ◽  
Self Confidence ◽  
Research Findings ◽  
Illustrative Case Study

Although teaching reflection diaries (TRDs) are prevalent tools for teacher training, TRDs are rarely used in Japanese secondary educational settings. In order to delve into the effects of TRDs on teaching development, this illustrative case study was conducted with two female teachers (one novice, and one experienced) at a Japanese private senior high school. The research findings demonstrated that both in-service teachers perceived TRDs as beneficial tools for understanding their strengths and weaknesses. TRDs and class observations illustrated that the novice teacher raised their self-confidence in teaching and gradually changed their teaching activities. On the other hand, the experienced teacher held firm teaching beliefs based on their successful teaching experiences and were sometimes less willing to experiment with different approaches. However, they changed their teaching approaches when they lost balance between their class preparation and other duties. Accordingly, although teachers’ firm beliefs and successful experiences may sometimes become possible hindrances from using TRDs effectively, TRDs can be useful tools to train and help teachers realise their strengths and weaknesses.

An Exploratory Case Study of Mindfulness Techniques in a High School Band Program During the COVID-19 Pandemic

2021 ◽  
pp. 875512332110500
Author(s):  
Karen M. Koner ◽  
Abigayle Weaver
Keyword(s):  
High School ◽  
Instrumental Music ◽  
Mindfulness Practice ◽  
Action Research Project ◽  
High School Band ◽  
Exploratory Case Study ◽  
Band Students ◽  
Mindfulness Practices ◽  
School Band

The purpose of this study was to explore the effects of mindfulness practices on high school band students. This action research project took place in spring 2020, during the COVID-19 pandemic stay-at-home orders. Four students enrolled in the high school band participated in five weeks of mindfulness practice interventions over the virtual format alongside their instrumental music director. Mindfulness practices included diaphragmatic breathing, relaxation imagery, cued relaxation, and stretching. Throughout the five weeks, student participants discussed improved focus, improvement of stress management, and increased frequency of mindfulness practice. However, four months after data collection was complete, three of the four student participants continued to practice mindfulness techniques on their own time to assist with nervousness, anxiety, and stress.

Learning together and working apart: routines for organizational learning in virtual teams

2017 ◽  
Vol 24 (3) ◽  
pp. 138-149 ◽  
Author(s):  
Nancy Dixon
Keyword(s):  
Organizational Learning ◽  
Virtual Teams ◽  
Virtual Team ◽  
Critical Issue ◽  
Future Research ◽  
Information Industry ◽  
Content Type ◽  
Face To Face ◽  
Virtual Teaming

Purpose Research suggests that teaming routines facilitate learning in teams. This paper identifies and details how specific teaming routines, implemented in a virtual team, support its continual learning. The study’s focus was to generate authentic and descriptive accounts of the interviewees’ experiences with virtual teaming routines. Design/methodology/approach This case study gathered concrete, practical and context-dependent knowledge about virtual teaming routines in a specific environment. The main source of data was narrative expert interviews with working members of the team. Findings This study illustrates how a mix of face-to-face and virtual routines can ensure organizational learning in virtual teams. Research limitations/implications This case study is limited to one virtual team in the information industry. Future research could build on this research to study virtual teams in other industries. Practical implications This research offers specific examples of teaming routines that managers of virtual teams might adapt in managing their own teams. Social implications Given that the use of virtual teams is a growing phenomenon, understanding how to help those teams learn effectively is a critical issue. Originality/value This case study extends the research on teaming routines to virtual teams.

scholarly journals 0854 Exploration Of Sleep Health Among Middle-aged And Older Adults

SLEEP ◽  
2020 ◽  
Vol 43 (Supplement_1) ◽  
pp. A325-A325
Author(s):  
R A Lorenz ◽  
S L Auerbach ◽  
C Li ◽  
Y Chang
Keyword(s):  
Older Adults ◽  
Research Question ◽  
Secondary Data ◽  
Factor Loading ◽  
Dimensional Structure ◽  
Future Research ◽  
Composite Measure ◽  
Middle Aged ◽  
Sleep Health ◽  
Using Data

Abstract Introduction Sleep health, a construct introduced to characterize the multidimensional attributes of sleep, has been explored in a variety of populations; however has not been adequately examined for middle-aged and older adults. As attributes of sleep may change with age, the dimensional structure of sleep health may differ in this population. This study aimed to validate a composite measure of sleep health among middle-aged and older adults using data from the Health and Retirement Survey (HRS). Methods Data from the 2014 Core survey of the HRS was used to create a composite measure of Sleep Health including sleep efficiency, duration, timing, satisfaction, and alertness. We standardized and averaged the original variables before transforming to T scores. Sleep Health T scores (ranging 0-100, higher scores indicating better sleep health) were examined using exploratory and confirmatory factor analysis (EFA; CFA). Results Our sample included 6,095 adults with mean age of 68 years (SD=10.1; range 50-99 years). The majority were female (59.7%), white (77%), with high school education (53.9%). Sleep Health T scores ranged from 27-61 (mean=50; SD=6.7). EFA identified one factor. Timing was removed due to low factor loading (<0.4). The revised four-dimension composite Sleep Health measure had acceptable reliability (Cronbach’s alpha 0.6). CFA showed a well-adjusted model (REMSA=0.097; NFI=0.964; RMR=0.035; GFI=0.990; AGFI=0.951). Conclusion These results suggest that the composite measure was valid for assessing sleep health among middle-aged and older adults. Limitations include the use of secondary data, as sleep health dimensions were based on variables not created specifically for our research question. Future research should further examine the role of sleep timing in overall sleep health among middle-aged and older adults. Support This study was supported by the University at Buffalo Clinical and Translational Science Institute (CTSI) funded by the National Institutes of Health (Lorenz, PI).

scholarly journals UNDERSTANDING AIRLINE BRAND EQUITY DRIVERS: LESSONS FROM A MULTIPLE CASE STUDY

2017 ◽  
Vol 8 (2) ◽  
pp. 70-93
Author(s):  
Kallol Das ◽  
Karman Khanna ◽  
Surankita Ganguly
Keyword(s):  
Brand Equity ◽  
Emerging Economies ◽  
Research Question ◽  
Consumer Involvement ◽  
Primary Research ◽  
Multiple Case ◽  
Research Questions ◽  
Cross Case Analysis ◽  
Case Design

There is increasing consumer involvement and hence, investor interest in the airlines industry, as far as emerging economies is concerned. A study of the literature by the authors did not produce any research paper on the process drivers of brand equity in the context of airlines. Therefore, the present study makes an attempt to address this gap. The primary research question is: What are the driving factors for building brand equity in the case of airline services? This paper uses a “two-case” multiple-case design employing theoretical replication. The cases are based on two Indian organizations, Indigo Airlines and Go Air. Both these businesses are similar in many aspects but have achieved very contrasting outcomes. The primary research question is broken down into following two secondary research questions. How is Indigo Airlines building its brand? How is Go Air building its brand? Data collection involved use of documents, archives, observations, participant-observations, and surveys. Data analysis involved conducting cross-case analysis. The findings have been used to develop a conceptual framework for building brand equity in airlines.

Chapter 3: Waking up Woke: Exploring Black Female Youth Critical Consciousness and Sociopolitical Development

2021 ◽  
Vol 123 (13) ◽  
pp. 1-26
Author(s):  
Abiola Farinde-Wu ◽  
Jemimah L. Young ◽  
Sam Texeira
Keyword(s):  
High School ◽  
Research Question ◽  
Black Girls ◽  
Black Female ◽  
Sociopolitical Development ◽  
Critical Race Feminism ◽  
Educational Initiative ◽  
Female Youth ◽  
School Based

Background/Context Critical consciousness (CC) is an awareness and reflection of inequities, political efficacy, and agency in response to injustice. Similarly, sociopolitical development (SPD) is the process of developing a critical understanding, skill set, and emotional depth to enact individual agency against oppressive forces. Of the latter, SPD is vital in empowering youth from traditionally marginalized communities to challenge inequities. However, SPD has largely remained absent from U.S. classrooms. Purpose/Objective/ Research Question/Focus of Study Considering the absence of SPD in U.S. classrooms, this case study explores the SPD of Black female preservice teachers and their Black female high school mentees in a two-year tutoring and mentoring school-based program. Our study captures the woke pedagogical experiences that advanced participants’ co-constructed CC. As such, we seek to describe student exemplars of what it means to be awakened and stay woke through an analysis of interviews, journal reflections, and video data. To this end, the research question that guided this study was: What are the perspectives of Black female youth as they co-construct CC toward SPD in a two-year tutoring and mentoring school-based program? Research Design Through the lenses of critical race feminism and woke pedagogies, this study used a single case study design. Case study is appropriate for this study because it highlights the particularity and complexities of one unit of analysis. Findings Our findings capture the perspectives of Black female youth as they cultivate CC toward sociopolitical development in one educational initiative geared toward partnering undergraduate and high school students. An examination of data through the lens of critical race feminism and woke pedagogies spotlighted the perspectives of our participants as they co-constructed CC through woke pedagogical experiences. Mentors deepened their CC on race, and mentees gained heightened awareness of gendered and racialized school procedures and policies. Black girls in this study woke up (CC) and stayed woke through their activism (SPD). Conclusions In sharing the perspectives of Black female youth as they cultivated SPD, it is our intention that the critical approach and experiences that we have described capture the methods and strategies that one educational initiative implemented to empower and promote agency among Black female students. As an example of woke pedagogy, this educational initiative offered Black girls at the intersection of race, gender, and class an opportunity to critically question their world and become aware of racial and social injustices impacting their everyday lives and community.

Leading for Team Adaptation in Global Virtual Teams

2017 ◽  
pp. 941-952
Author(s):  
Petros Chamakiotis ◽  
Zakia Khan
Keyword(s):  
Virtual Teams ◽  
Financial Services ◽  
Relevant Literature ◽  
Future Research ◽  
Global Virtual Teams ◽  
Significant Evidence ◽  
Exploratory Case Study ◽  
Team Adaptation ◽  
Global Organization

There exists significant evidence in the relevant literature that global virtual teams (GVTs) have become ubiquitous in most sectors and have attracted both scholarly and practitioner interest. Despite this—and the fluid and dynamic character of GVTs—there exist gaps as to what team adaptation looks like in the GVT context and how leadership can be exercised to support it. The chapter presents an exploratory case study with members of GVTs in a global organization in the financial services industry. Drawing on interviews with selected participants, the chapter makes the following contributions: 1) It shows what GVT adaptation looks like, highlighting its heterogeneous character; 2) It identifies challenges GVT members face when trying to adapt; and 3) It explains how leadership can be exercised to support GVT adaptation. Recommendations for practitioners and educators are provided, and implications for future research discussed.

“I'm Not Simply Dealing with Some Heartless Computer”

2016 ◽  
pp. 160-184
Author(s):  
Peggy Lynn Semingson ◽  
Pete Smith
Keyword(s):  
Case Analysis ◽  
Future Research ◽  
Video Conference ◽  
Master's Level ◽  
Research Directions ◽  
Language Analysis ◽  
Literacy Course ◽  
Future Research Directions ◽  
Cross Case Analysis

This chapter provides a case study example using cross-case analysis (Merriam, 2001) of digital mentoring within an online Master's level literacy course at a large public university in the Southwest United States. Two mentors provided individualized video conference sessions, using Blackboard Collaborate™ to 28 students (mentees). Data included written reflections from students as well as transcripts from selected videoconference sessions. Structured synchronous mentoring sessions provided a predictable framework for students and mentors alike. This chapter provides an analysis of the students' perceptions of the conferences, the types of discourse patterns and language analysis of the conferences, as well as description of themes and trends across the data. Suggestions on the usefulness of the conferences as well as the structure of mentoring sessions are described in the chapter. Established and emerging models of mentorship and e-development are outlined and utilized to frame the analyses and future research directions.

scholarly journals What Teachers learned from STEM Education Project: Case Study of High School Teachers

2019 ◽  
Vol 1340 ◽  
pp. 012072
Author(s):  
Wisanugorn Nammungkhun ◽  
Napaporn Yutthaisong ◽  
Wanphakorn Jumphonnoi
Keyword(s):  
High School ◽  
High School Teachers ◽  
Stem Education ◽  
School Teachers ◽  
Education Project
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