A Qualitative Case Study on the Conflicts of Science Teachers Encountering Flipped Learning Classes

Reasons why mathematics and science teachers leave the profession have been well documented and discussed. However, a critical examination of the nuances contributing to their retention warrants our attention. In this qualitative case study, I applied relational–cultural theory (Miller, 1986) to the experiences of three female mathematics and science teachers. I sought to unpack teachers’ decisions to remain in the classroom year after year and make meaning of their experiences as related to resilience in and through relationships. Based on findings from participants' experiences, recommendations for improving teacher retention along the career trajectory are offered.

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Case Study of Flipped Learning in Pre-Service Science Teachers Class

2016 International Conference on Platform Technology and Service (PlatCon) ◽

10.1109/platcon.2016.7456786 ◽

2016 ◽

Author(s):

Mabyong Yoon ◽

Haksung Kim ◽

Jonghak Lee

Keyword(s):

Science Teachers ◽

Service Science ◽

Flipped Learning

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Science Teacher Motivation and Evaluation Policy in a High-Stakes Testing State

Educational Policy ◽

10.1177/0895904818810520 ◽

2018 ◽

Vol 35 (1) ◽

pp. 3-40

Author(s):

Jessica A. Mintz ◽

Angela M. Kelly

Keyword(s):

Science Teachers ◽

Teacher Motivation ◽

Policy Design ◽

Teacher Practice ◽

Qualitative Case Study ◽

High Stakes Testing ◽

Evaluation Policy ◽

High Stakes ◽

Teacher Evaluation Policy

This qualitative case study explored the teachers’ and administrators’ perceptions of a newly implemented teacher evaluation policy in a high-stakes testing state, and how this policy impacted their motivation. Five science teachers and their immediate supervisors were interviewed, and their perceptions were analyzed through motivational theories of incentivizing career behaviors. Findings suggest the overarching goal of improving teacher practice through accountability was facilitated by intrinsic motivation and challenged by weaknesses in policy design. These tensions could be mediated by localized control that improves stakeholder agency, peer learning communities, and the adoption of more reliable evaluation metrics. Implications for teacher buy-in of evaluation policy are discussed.

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Qualitative Case Study Research Design

Perspectives on Fluency and Fluency Disorders ◽

10.1044/ffd25.1.39 ◽

2015 ◽

Vol 25 (1) ◽

pp. 39-45 ◽

Cited By ~ 5

Author(s):

Jennifer Tetnowski

Keyword(s):

Research Design ◽

Real World ◽

Qualitative Case Study ◽

Case Study Research ◽

Study Research

Qualitative case study research can be a valuable tool for answering complex, real-world questions. This method is often misunderstood or neglected due to a lack of understanding by researchers and reviewers. This tutorial defines the characteristics of qualitative case study research and its application to a broader understanding of stuttering that cannot be defined through other methodologies. This article will describe ways that data can be collected and analyzed.

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