scholarly journals Preschool English Teachers’ Practices in Early Literacy Instruction: A Multiple Case Study

2016 ◽  
Vol 1 (2) ◽  
pp. 72
Author(s):  
Adelina Asmawi ◽  
Nazila SeyedHendi
Keyword(s):  
Early Literacy ◽  
Literacy Instruction ◽  
Literacy Practices ◽  
Preschool Teachers ◽  
Multiple Case Study ◽  
English Teachers ◽  
Multiple Case ◽  
Early Literacy Instruction ◽  
Early English

The practices preschool teachers implement in their classrooms are vital in their students’ literacy development. Preschool teachers are always expected to implement research-based literacy practices to make sure children are ready to learn when they enter school. This multiple-case study intended to address four non-native in-service preschool English teachers’ practices in early literacy instruction. Data collection involved field notes and videotaping of classroom practices along with interviews and documents from ten full English lesson observations in each classroom. Data analysis began with identifying teachers' practices. A cross case analysis was also conducted. The results showed that even when four teachers were in the same school district, using different curriculum, and supported by the different principal, each interpreted and enacted literacy policy differently. The overall conclusion generated from the results of the data analyses is that though teachers and preschool principals perceived that they were effectively applying early English literacy instruction, there was actually a divide between what teachers believed and what they implemented (their actual practice) in their classrooms. Besides, there was not enough interaction between teacher and children. However, the four preschool teachers mentioned in their interviews that they would like to be friends with their students.

scholarly journals A Multiple Case Study that Looks at the Implementation of character Education in English Classroom

2018 ◽  
Vol 4 (1) ◽  
pp. 62
Author(s):  
Usep Syaripudin ◽  
Siti Aisyah
Keyword(s):  
High School ◽  
Character Education ◽  
Multiple Case Study ◽  
English Teachers ◽  
Senior High School ◽  
Public High School ◽  
Supporting System ◽  
Extracurricular Programs ◽  
Multiple Case

This research observed and analyzed the implementation of character education in English classrooms. It sought to find out how English teachers develop and select materials and strategies for implementing character education in their classroom, how the English teachers implement and integrate character education in their classroom, and what factors the teachers found to be the inhibiting and supporting system for implementing character education in their school. Three teachers from three schools – a public vocational school, a public senior high school, and a religious-based public high school – participated in this research as the respondents. The purpose of involving three different type of schools was that this research needed to observe the implementation of character education in three different settings. By implementing multiple case study, this research gathered data through interview and observation. This research found that teachers in the two schools – vocational and senior high school – begun the implementation of character education by developing a plan consisted of what character they need to develop and what materials that triggered students’ interest. Moreover, this research also found that the two schools share similar strategies in implementing character education as follows: using authentic materials, verbal instructions, and cultural approach. Meanwhile, in the religious-based senior high school, the teacher did not specifically develop and select materials intended to implement character education since the school had already subjects and extracurricular programs in religion teaching and intended to develop students’ character. Lastly, this research found that the three schools share similar supporting and inhibiting factors in implementing character education namely lack of good examples in school, family, and community, lack of partnership between school, parents, and community member, and lack of commitment among the school community members to support the character education in school. And the supporting system they had were that the schools had already developed code of conducts, rules, and extracurricular programs intended to develop students’ character.

Die Problematik der Implementierung von Kinästhetik in Einrichtungen der stationären Langzeitpflege – Eine Multiple Case-Study

Pflege ◽  
2020 ◽  
pp. 1-9
Author(s):  
Carola Maurer ◽  
Heidrun Gattinger ◽  
Hanna Mayer
Keyword(s):  
Multiple Case Study ◽  
Multiple Case

Zusammenfassung. Hintergrund: Einrichtungen der stationären Langzeitpflege investieren seit Jahren Ressourcen in die Entwicklung der Kinästhetikkompetenz der Pflegenden. Aus aktuellen Studien geht hervor, dass die Implementierung, bzw. die nachhaltige Förderung der Kinästhetikkompetenz problematisch ist, vertiefte Erkenntnisse zu den Ursachen fehlen jedoch. Fragestellung: Welche Hemmnisse verhindern eine nachhaltige Implementierung von Kinästhetik in Einrichtungen der stationären Langzeitpflege? Methode: Es wurde eine Multiple Case-Study in drei Einrichtungen der deutschsprachigen Schweiz durchgeführt. Aus leitfadengestützten Interviews und (fallbezogener) Literatur zum externen Kontext wurden in den Within-Case-Analysen die Daten induktiv verdichtet und diese Ergebnisse in der Cross-Case-Synthese miteinander verglichen und abstrahierend zusammengeführt. Ergebnisse: Die Synthese zeigt, dass die Implementierung von Kinästhetik innerhalb der Einrichtung auf drei verschiedenen Ebenen – der Leitungs-, Pflegeteam- und Pflegeperson-Ebene – als auch durch externe Faktoren negativ beeinflusst werden kann. Schlussfolgerungen: In der Pflegepraxis und -wissenschaft sowie im Gesundheitswesen benötigt es ein grundlegendes Verständnis von Kinästhetik und wie dieses im Kontext des professionellen Pflegehandelns einzuordnen ist. Insbesondere Leitungs- und implementierungsverantwortliche Personen müssen mögliche Hemmnisse kennen, um entsprechende Strategien entwickeln zu können.

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