scholarly journals A multi-case study of instructional decision-making processes of teachers in kindergarten classrooms within the Cape Coast Metropolis, Ghana

2018 ◽  
Vol 5 (9) ◽  
pp. 27-40
Author(s):  
Mumuni Thompson
Keyword(s):  
Decision Making ◽  
Early Childhood ◽  
Implicit Theories ◽  
Early Childhood Teachers ◽  
Kindergarten Teachers ◽  
Cape Coast ◽  
Instructional Decision Making ◽  
Decision Making Processes ◽  
Instructional Decision

The study contributes to the ongoing debate with respect to the significance of early childhood teachers' instructional decision-making that take in consideration their theoretical knowledge (explicit theories) and practical experiences (implicit theories) and how they impact their instructional decision-making processes in diverse socio-cultural contexts of children. To address this gap in the literature, a qualitative multi-case study into the perceptions and classroom practices of four kindergarten teachers in two Ghanaian schools, Tata and Kariba, was carried out from May to November 2015. One research questions guided the study, namely: What factors and beliefs influence teachers' instructional decision-making in a kindergarten classroom? Data sources used were semi-structured individual interviews and pair-based interviews and field notes of classroom observations. Both within and across case interpretative analysis was used. The study's findings revealed that these teachers' explicit theories and implicit theories of teaching influenced their instructional decision-making processes in kindergarten classrooms. It was recommended that future researchers should explore early childhood teachers' explicit and implicit theories of teaching. It was also recommended kindergarten teachers to appreciate their roles as effective instructional decisions makers towards quality teaching and learning.

scholarly journals A Multi-Case Study of Instructional Decision-Making Processes of Teachers in Kindergarten Classrooms in the Cape Coast Metropolis

2019 ◽  
pp. 91-98
Author(s):  
Mumuni Thompson ◽  
Winston Kwame Abroampa
Keyword(s):  
Decision Making ◽  
Implicit Theories ◽  
Research Question ◽  
Study Data ◽  
Cape Coast ◽  
Instructional Decision Making ◽  
Decision Making Processes ◽  
Practical Experiences ◽  
Instructional Decision

The study contributes to the on-going debate regarding the significance of early childhood teachers’ instructional decision-making that take into consideration their theoretical knowledge (explicit theories) and practical experiences (implicit theories) and how they impact their instructional decision-making processes in diverse socio-cultural contexts of children. To address this gap in the literature, a qualitative multi-case study into the perceptions and classroom practices of four kindergarten teachers in two Ghanaian schools, Tata and Kariba, was carried out over a six-month period. One research question that sought to explore factors and beliefs influencing teachers’ instructional decision-making in a kindergarten classroom guided the study. Data sources used were semi-structured individual interviews and pair-based interviews and fieldnotes of classroom observations. Both within and across case interpretative analysis, as outlined. The study’s findings revealed that these teachers’ explicit theories and implicit theories of teaching influenced their instructional decision-making processes in kinder garten classrooms.

scholarly journals Videoconference in Academic Tutoring: A Case Study

2018 ◽  
Vol 14 (2) ◽  
pp. 49 ◽  
Author(s):  
Fátima Margarita Castro León ◽  
José Mª del Castillo-Olivares Barberán ◽  
David Pérez-Jorge ◽  
Juan José Leiva Olivenza
Keyword(s):  
Decision Making ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Technological Innovation ◽  
Point Of View ◽  
Childhood Education ◽  
Video Tutorials ◽  
Decision Making Processes ◽  
The University

The use of the videoconference as a resource for academic tutoring is starting to spread as a useful practice. From a pedagogical point of view this technological innovation involves many uncertainties as regards its organization, its technology and its pedagogical features. In this paper we study this process in the Degree of early childhood education at the University of La Laguna in the academic course 2016, where two hundred students experienced the video tutorials in two subjects. We will prove how students enter university with previous experiences related to the use of videoconferences in different usage models. In this paper we reflect on decision making processes carried out in several categories. We conclude with the assessment that students have made about this experience, highlighting here the specific utility as regards the most effective type of feedback and the relational environment.

scholarly journals International Perspectives on Understanding and Improving Teachers’ Data-Based Instruction and Decision Making: Introduction to the Special Series

2021 ◽  
Vol 54 (4) ◽  
pp. 239-242
Author(s):  
Christine A. Espin ◽  
Natalie Förster ◽  
Suzanne E. Mol
Keyword(s):  
Decision Making ◽  
General Education ◽  
International Perspective ◽  
Series Data ◽  
Instructional Decision Making ◽  
Special Series ◽  
Use Of Data ◽  
International Perspectives ◽  
Based Instruction ◽  
Instructional Decision

This article serves as an introduction to the special series, Data-Based Instruction and Decision-Making: An International Perspective. In this series, we bring together international researchers from both special and general education to address teachers’ use (or non-use) of data for instructional decision making. Via this special series, we aim to increase understanding of the challenges involved in teachers’ data-based instructional decision making for students with or at-risk for learning disabilities, and to further the development of approaches for improving teachers’ ability to plan, adjust, and adapt instruction in response to data.

The Heterogeneous Nature of Urban Poor Families

2012 ◽  
Vol 11 (1) ◽  
pp. 94-118 ◽  
Author(s):  
Rodrigo Salcedo ◽  
Alejandra Rasse
Keyword(s):  
Decision Making ◽  
Urban Poor ◽  
Poverty Reduction ◽  
The Poor ◽  
Poor Families ◽  
Heterogeneous Nature ◽  
Different Types ◽  
Decision Making Processes ◽  
Different Cultures

This paper addresses the scholarly debate on cultural homogeneity or heterogeneity of urban poor families. While authors such as Lewis (1959) or Wacquant (2000 ; 2001) claim that structural disadvantages are linked to a particular type of identity or culture, others such as Hannerz (1969) , Anderson (1999 ; 2002) , or Portes ( Portes and Manning, 1986 ; Portes and Jensen, 1989 ) believe that it is possible to find different behaviors, expectations, decision–making processes, and outcomes among people living in seemingly identical structural conditions ( Small et al., 2010 ). Using Santiago, Chile, as a case study, we differentiate five different cultures or identities among the poor. Those identities seem to be the product of different historical and political circumstances, as well as of different types of public policies. The paper ends with a discussion of the need for poverty reduction policies to consider these differences among the poor.

‘Stepping on the heads of our Gods'

2015 ◽  
Vol 6 (2) ◽  
pp. 40-56
Author(s):  
Yangji Doma Sherpa ◽  
A. John Sinclair ◽  
Thomas Henley
Keyword(s):  
Decision Making ◽  
Rapid Development ◽  
High Mountain ◽  
Court Cases ◽  
The Public ◽  
Mountain Environments ◽  
Hydroelectric Dam ◽  
Decision Making Processes

The Himalayan region of India is experiencing rapid development in tourism, agriculture, highway construction and hydroelectric dam construction. This research considered the role of the public both within and outside of development decision-making processes in these high mountain environments using the proposed Himalayan Ski Village (HSV) in Manali as a case study. The qualitative data revealed that there has been an extensive array of public participation activity related to the HSV project over approximately 10 years. Very little of this activity has evolved, however, through the formal decision-making process. Rather, most participation activities, such as general house meetings, objection letters, public rallies, court cases against the proposed project, and a religious congregation were instigated by the public to protest the proposed development. The findings also show that involvement in the participatory activities undertaken by the public and project proponent fostered instrumental and communicative learning outcomes.

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