scholarly journals Teacher’s Dialogic Prompts That Scaffold Students’ Participation in Classroom Argumentation: A Case of a Biology Teacher

2021 ◽  
Vol 36 (1) ◽  
pp. 59-73
Author(s):  
Sally B. Gutierez
Keyword(s):  
Qualitative Case Study ◽  
Comparison Method ◽  
Data Driven ◽  
Background Information ◽  
Factual Knowledge ◽  
Analysis Framework ◽  
Biology Teacher ◽  
Information Giving ◽  
Field Notes

In this qualitative case study, a male biology teacher teaching Bioethics in Senior High School was purposively selected for the documentation and examination of the types and functions of dialogic prompts he used to scaffold his students’ participation in classroom argumentation. Using various data such as classroom transcripts from audio- and video-records, interviews and field notes, these were subjected to microlevel analyses using the constant comparison method. Using an analysis framework with codes from literature that were subsequently merged with data driven codes, thematic analysis yielded three types of dialogic prompts: conceptual, analytical, and reflective with several functions such as providing background information, giving extended ‘think-time’, guiding students to formulate counterarguments, eliciting examples that either support or refute a claim, and asking issue-based questions which were sometimes backed up by stating personal arguments and reiterating students’ responses. Excerpts from video transcripts revealed that these dialogic prompts elicited students’ ideas which resulted to argumentative and collaborative inquiry. Findings of the study suggest that students’ participation to classroom argumentation should be understood together with teachers’ provision of dialogic scaffolding. More than conceptual and factual knowledge, teachers’ dialogic scaffolding for argumentation is a promising method for the gradual enhancement of students’ communication skills and honing of their reasoning skills. Since the results are only conclusive to the case teacher, the study informs the potentials of dialogic scaffolding to support classroom argumentation. It is therefore recommended that for future professional development efforts, both in-service and pre-service teachers should be influenced towards intentionality of harnessing talk inside the classroom as a tool to enhance the implementation of classroom argumentation.

scholarly journals Práticas de letramento e whatsapp: estudo de caso no contexto de português como língua de acolhimento, à luz da perspectiva ecológica

2021 ◽  
Vol 2 (3) ◽  
pp. 218-237
Author(s):  
Rosyanne Louise Autran Lourenço ◽  
Eliana Barbosa dos Santos
Keyword(s):  
Learning Process ◽  
Literacy Practices ◽  
Qualitative Case Study ◽  
Participant Observation ◽  
Ecological Perspective ◽  
Data Generation ◽  
Field Notes ◽  
Teaching Learning ◽  
Refugee Immigrants

Este artigo visa a apresentar, sob uma perspectiva ecológica de letramento, resultados da análise de práticas sociodiscursivas do processo de ensino-aprendizagem de Português Língua de Acolhimento, de imigrantes refugiados no Brasil, realizadas por meio do WhatsApp. Teoricamente, o estudo circunscreve-se às dimensões analíticas de letramento (MOREAU et al., 2013), sob a perspectiva ecológica dos estudos linguísticos (VAN LIER, 2004, 2010), fundamentando-se em pressupostos referentes aos recursos multimodais das tecnologias digitais (LEFFA, 2006; MORAN, 2013) e à função mediadora da linguagem (VIGOTSKI, 1971), em especial, do Português Língua de Acolhimento (BARBOSA; SÃO BERNARDO, 2017) e de suas implicações referentes à noção de afetividade (LEITE, 2012). Metodologicamente, trata-se de estudo qualitativo de caso (STAKE, 1994), de base etnográfica virtual (SANTOS; GOMES, 2013) cuja geração dos dados ocorreu por meio de observação participante (BOGDAN; BIKLEN, 1998) e notas de campo (FETTERMAN, 1998). Sua relevância reside na urgência no processo de imersão de imigrantes refugiados em práticas sociodiscursivas que viabilizem a obtenção de condições mínimas de vida digna e a garantia de autonomia em sua agência no país de destino (COSTA; TAÑO, 2018). Os resultados da pesquisa sugerem que a abordagem ecológica de práticas de letramento em ambiente virtual amplia a compreensão das articulações inerentes ao processo de ensino-aprendizagem de línguas, propiciando ao docente melhores condições de promover a autonomia dos estudantes, em contexto de imigração, na condução de soluções que atendam às suas necessidades mais prementes, voltadas para as práticas sociais de imersão no país de chegada.   This article aims to present, in the light of an ecological perspective of literacy, the results of the analysis of sociodiscursive practices of the teaching-learning process of Portuguese as a Host Language, through WhatsApp by refugee immigrants in Brazil. Theoretically, the study is limited to the ecological perspective of linguistic studies (VAN LIER, 2004, 2010) and analytical literacy dimensions (MOREAU ET AL., 2013) based on assumptions regarding the multimodal resources of digital technologies (LEFFA, 2006; MORAN, 2013) and the mediating function of language (VIGOTSKI, 2009) in particular the Portuguese Host Language (BARBOSA; SÃO BERNARDO, 2017) and its implications regarding the notion of affectivity (LEITE, 2012). Methodologically, it is a qualitative case study (STAKE, 1994) with a virtual ethnographic basis (SANTOS; GOMES, 2013) whose data generation occurred through participant observation (BOGDAN; BIKLEN, 1998) and field notes (FETTERMAN, 1998). Its relevance resides in the urgency in the process of refugee immigrants sociodiscursive practices that make it possible to obtain minimum conditions of dignified life and guarantee autonomy at their agency in the destination country (COSTA; TAÑO, 2018). The research results suggest that the ecological approach to literacy practices in a virtual environment broadens the understanding of the articulations inherent to the language teaching-learning process, providing the teacher better conditions to promote the autonomy of the students in the context of immigration, in driving solutions that meet their pressing sociodiscursive needs, focused on social immersion practices in the country of arrival.

scholarly journals Developing Children’s Cultural Identities Through Play

2020 ◽  
Vol 2 (2) ◽  
pp. 244-257
Author(s):  
Winnie Sin Wai PUI ◽  
ZHANG Heyi ◽  
DING Ming ◽  
ZHONG Cai E
Keyword(s):  
Young Children ◽  
Qualitative Case Study ◽  
Early Years ◽  
Cultural Identities ◽  
Global Mindset ◽  
Video Recordings ◽  
Whole Person ◽  
Curriculum Framework ◽  
Field Notes

Play is an important vehicle for developing literacy, cognition, and social competence in early years settings. In this paper, a qualitative case study in a private kindergarten in China indicated how children could learn and appreciate their own culture in a thoughtfully designed play-based setting. Thirty kindergarten teachers from 15 classes consisting of 431 children in total participated in this study. Based on field notes, audio and video recordings, and teachers’ self-reflective notes, the study explored the play-based setting within a curriculum framework, i.e. the Early-years Whole-person Global-mindset Curriculum Framework (ewgc). The results showed that the play-based setting supported young children to form their own cultural identities and enhanced children’s development in general.

scholarly journals Primary Students’ Emic Views of Reading Intervention: A Qualitative Case Study of Motivation

2019 ◽  
Vol 68 (1) ◽  
pp. 86-107
Author(s):  
Joy Dangora Erickson
Keyword(s):  
Reading Intervention ◽  
Intervention Program ◽  
Qualitative Case Study ◽  
First Graders ◽  
School Experiences ◽  
Second Graders ◽  
Motivation To Read ◽  
Field Notes ◽  
Benefits And Costs

Although research indicates that motivation influences reading development and achievement, studies examining the motivation of primary-age readers are scarce and limited. Assuming school experiences play a role in shaping motivation, it is imperative that younger children’s motivation to read within the context of reading intervention programs be examined. This qualitative case study takes a step toward addressing the gap in the literature. The motivation and engagement of eight children identified as “at risk” for reading difficulties (four first graders and four second graders) specific to a pullout reading intervention program were investigated via researcher field notes and video logs, reading specialist engagement questionnaires and interviews, and participatory student interviews. Findings reveal that reports of engagement were mainly consistent with children’s preferences for doing reading in the classroom or in the intervention setting; however, children’s own perceptions were essential in understanding how the benefits and costs each associated with the intervention combined to influence motivation.

scholarly journals The use of social environment in a psychosocial clubhouse to facilitate recovery-oriented practice

BJPsych Open ◽  
2016 ◽  
Vol 2 (2) ◽  
pp. 173-178 ◽  
Author(s):  
Toby Raeburn ◽  
Virginia Schmied ◽  
Catherine Hungerford ◽  
Michelle Cleary
Keyword(s):  
Social Environment ◽  
Qualitative Case Study ◽  
Participant Observation ◽  
Mental Health Policy ◽  
Self Determination Theory ◽  
Self Determination ◽  
Case Study Design ◽  
Staff Members ◽  
Field Notes

BackgroundRecovery-oriented language has been widely adopted in mental health policy; however, little is known about how recovery practices are implemented within individual services, such as psychosocial clubhouses.AimsTo explore how recovery practices are implemented in a psychosocial clubhouse.MethodQualitative case study design informed by self-determination theory was utilised. This included 120 h of participant observation, interviews with 12 clubhouse members and 6 staff members. Field notes and interview transcripts were subject to theoretical thematic analysis.ResultsTwo overarching themes were identified, each comprising three sub-themes. In this paper, the overarching theme of ‘social environment’ is discussed. It was characterised by the sub-themes, ‘community and consistency’, ‘participation and opportunity’ and ‘respect and autonomy’.ConclusionsSocial environment was used to facilitate recovery-oriented practice within the clubhouse. Whether recovery is experienced by clubhouse members in wider society, may well depend on supports and opportunities outside the clubhouse.

scholarly journals What Demotivates Foreign EFL Teachers? A Case Study in Turkish Context

2017 ◽  
Author(s):  
Turgay Han ◽  
Zinat Mahzoun
Keyword(s):  
Secondary School ◽  
English Language ◽  
School Administration ◽  
Qualitative Case Study ◽  
Effective Communication ◽  
Foreign Teachers ◽  
Face To Face ◽  
Efl Teachers ◽  
Field Notes

This article is the report of a qualitative case study proposed to investigate the demotivation factors of foreign EFL teachers in Turkish context. To that end, two foreign teachers of English language were chosen as the subjects at a primary/ secondary school in east of Turkey. Face-to-face interviews, profile forms, field notes and diaries were used to obtain the necessary data for the research. The findings indicated that lack of effective communication with school administration and colleagues and lack of interest, attention and respect from behalf of students were the main causes of demotivation at work for both teachers.

scholarly journals Waste machines as an alternative way to enhance students’ speaking interest

2021 ◽  
Vol 2 ◽  
pp. 203
Author(s):  
Yuliana Ningsih ◽  
Kurnia Dwi Artika
Keyword(s):  
Mechanical Engineering ◽  
Qualitative Case Study ◽  
Field Studies ◽  
Spare Parts ◽  
The State ◽  
Speaking Skill ◽  
Field Notes ◽  
Simple Materials

The phenomenon this time was that many lecturers had fallen asleep with the technological advancements used in the learning media. By relying on a more unique creativity, this study used simple materials from spare parts of a machine that can be used as learning media especially in speaking interest. The paper aims to explore speaking interest through waste machines to the students of Mechanical Engineering, the State Polytechnic of Tanah Laut. It investigates how waste machines can be incorporated in English for Specific Purpose (ESP) learners’ speaking interest. This study was qualitative case study, and data were gathered through observations, field notes and interviews. Data were interpreted based on the prepared achievements indicator. The results of the study reveal that the utilization of waste machines such as shocks, piston, gear, and bold is successful improving speaking skill for the students of Mechanical Engineering. In addition, students also learnt how to deliver in presentation with their field studies.

scholarly journals Non-Native English Lecturers' Motivational Practices in a Tertiary Educational Environment

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Sahril Nur ◽  
Tri Indri Hardini ◽  
Andi Anto Patak
Keyword(s):  
Learning Outcomes ◽  
Qualitative Case Study ◽  
English Literature ◽  
Motivational Strategies ◽  
Success Stories ◽  
Embedded Design ◽  
Efl Students ◽  
Field Notes ◽  
Specific Activities

To fill in the gap on how tertiary educational environment’s non-native English lecturers in Indonesia use all motivational activities, this qualitative case study examined how they think about motivational strategies in the classroom, how they put the knowledge into effect, and how EFL students think about their lecturers' motivational strategies. This study focused on a single embedded design in which participants from a single organization were divided into two major clusters. Interviews with five non-native English lecturers and thirteen English Literature students, observation, and field notes were utilised. The participants believed that there are two types of motivation: natural and nurtured, with nurturing motivation receiving more attention. The instructor element is central to motivation, according to participants in both clusters. Both participants stressed the importance of getting a figure to obey. This understanding was positively reflected in practices where lecturers developed, produced, and sustained motivational teaching strategies in the classroom, demonstrating dominance. Sharing non-native English lecturers' success stories, contextualizing, and encouraging were among the study's specific activities. Motivation is essential for learning, but the type and techniques used can differ depending on the situation. These results indicate that a proper and replicable Motivational Teaching Practices (MTP) paradigm necessitated national or regional adaptations due to contextual factors. However, MTP components relevant to English Literature students were ignored by lecturers. Realising MTP’s importance may lead to successfully achieving learning outcomes in higher educational settings.

scholarly journals Case Study o f Three Rural Texas Superintendents as Equity Oriented Change Agents

2015 ◽  
Author(s):  
Gerri Maxwell ◽  
Leslie Locke ◽  
James Scheurich
Keyword(s):  
Social Justice ◽  
School Districts ◽  
Narrative Inquiry ◽  
Qualitative Case Study ◽  
Change Agent ◽  
Change Agents ◽  
Texas Superintendents ◽  
Field Notes ◽  
Insight Into

For this qualitative case study (Patton, 2003 ), we used narrative inquiry (Erlandson, Harris, Skipper, & Allen, 1993) and sought to analyze extended interviews and field notes based on inter actions with three rural superintendents working in high - needs, public PK - 12 school districts in Texas. We collected data with regard to these superintendents’ perceptions of themselves as social justice/equity oriented change agents based on the Equity Oriented Change Agent or EOCA framework developed by Skrla, McKenzie, and Scheurich (2009). Our goal with this study was to glean greater insight into the work of these rural school leaders as potential equity oriented change agents. Additionally, we sought to ascertain any additional EOCA characteristics through analysis of the participants’ perceptions. The data revealed themes that aligned with the Skrla et al., (2009) framework as well as some emergent data beyond those EOCA characteristics. These theme s afforded us a better understanding of the work of these three rural superintendents as equity oriented change agents and how they perceive their work.

scholarly journals Unboxing “Born-frees”: freedom to choose identities

2019 ◽  
Vol 27 (104) ◽  
pp. 456-475 ◽  
Author(s):  
Saloshna Vandeyar
Keyword(s):  
Racial Identity ◽  
South African ◽  
Social Constructivism ◽  
Qualitative Case Study ◽  
Structured Interviews ◽  
Demographic Diversity ◽  
The Social ◽  
Field Notes ◽  
Inductive Thematic Analysis

Abstract This qualitative case study sets out to explore how “born-free” students constitute, negotiate and represent their identities in South African schools twenty years after the advent of democracy. The meta-theoretical paradigm of social constructivism and the methodology of narrative inquiry was used. Data comprised a mix of semi-structured interviews and field notes. Inductive thematic analysis was used to analyse the data. Findings reveal that the demographic diversity of “born-free” students seemed to extend towards many competing views of identity. “Born-free” students did not possess distinctive views about their generations” identity. Racial identity still seemed to play a pivotal role. Some “born free” students expressed optimism with the freedom their identity provided, while others felt constrained by the enduring historical legacy of apartheid, transmitted through knowledge in the blood. Although “born-free” students themselves did not live through apartheid, the physical legacies of apartheid –such as its geographical contours – served as a daily reminder of its presence. “Born-free” students are not only well aware of the social and political dynamics of the country, but are also beginning to question externally imposed identities.

scholarly journals The Transformation Process of the University into a Data Driven Organisation and Advantages It Brings: Qualitative Case Study

2021 ◽  
Vol 13 (22) ◽  
pp. 12611
Author(s):  
Ignacio Carnicero ◽  
Cristina González-Gaya ◽  
Víctor F. Rosales
Keyword(s):  
Decision Making ◽  
Qualitative Case Study ◽  
Transformation Process ◽  
Data Driven ◽  
Case Study Methodology ◽  
Use Of Data ◽  
Study Methodology ◽  
The University ◽  
Inductive Analysis

The use of data in decision-making has become prevalent in all sectors, including education. The present paper analyses the steps necessary for a university to become a data-driven organisation and the advantages this transformation has to offer, both in teaching and in management. A qualitative case study methodology was used with a thematic inductive analysis with two groups of participants. The results are a methodology for transformation, identifying the barriers that may arise and actions necessary to overcome them and the advantages the use of data has to offer the university.

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