scholarly journals Peer Review in Online Professional Communities to Support Elementary Disciplinary Literacy Planning

2020 ◽  
pp. 107-127
Author(s):  
Jamie Colwell ◽  
Valerie Taylor
Keyword(s):  
Peer Review ◽  
Qualitative Case Study ◽  
Professional Community ◽  
Disciplinary Literacy ◽  
Content Literacy ◽  
Online Coursework ◽  
Diverse Backgrounds ◽  
Literacy Course ◽  
Teachers Perspectives

This chapter reports the results of a qualitative case study focused on elementary pre-service teachers' perspectives on planning for disciplinary literacy using peer review in an online professional community (OPC). Seven pre-service teachers enrolled in an eight-week asynchronous, online content literacy course served as participants. Results indicated pre-service teachers' valued extended opportunities for reflection in the OPC and appreciated diverse backgrounds and experiences offered by their OPC colleagues. However, perceived challenges remained that are important to consider when incorporating peer review cycles into online asynchronous coursework. This study considers these perspectives in light of designing and planning online coursework in elementary disciplinary literacy.

scholarly journals Peer Review in Online Professional Communities to Support Elementary Disciplinary Literacy Planning

2021 ◽  
pp. 536-556
Author(s):  
Jamie Colwell ◽  
Valerie Taylor
Keyword(s):  
Peer Review ◽  
Qualitative Case Study ◽  
Professional Community ◽  
Disciplinary Literacy ◽  
Content Literacy ◽  
Online Coursework ◽  
Diverse Backgrounds ◽  
Literacy Course ◽  
Teachers Perspectives

This chapter reports the results of a qualitative case study focused on elementary pre-service teachers' perspectives on planning for disciplinary literacy using peer review in an online professional community (OPC). Seven pre-service teachers enrolled in an eight-week asynchronous, online content literacy course served as participants. Results indicated pre-service teachers' valued extended opportunities for reflection in the OPC and appreciated diverse backgrounds and experiences offered by their OPC colleagues. However, perceived challenges remained that are important to consider when incorporating peer review cycles into online asynchronous coursework. This study considers these perspectives in light of designing and planning online coursework in elementary disciplinary literacy.

Assessing Middle School Teachers’ Perspectives on How to Intervene and Mitigate Student-to-Student Incidents of Bullying and Cyberbullying in One Middle School: A Case Study

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Eluojor A. Onnekikami ◽  
Agboto Vicent ◽  
Ashraf Esmail ◽  
Moses Taiwo
Keyword(s):  
Middle School ◽  
Focus Group ◽  
Middle School Teachers ◽  
Cognitive Theory ◽  
Qualitative Case Study ◽  
Cyber Bullying ◽  
Work Place ◽  
School Teachers ◽  
Teachers Perspectives

The purpose of this qualitative case study was to examine the insights of 10 middle school teachers on how to curb incidents of bullying in their work place. In addition, a focus group consisting of four teachers honed in on their perspectives on how to intervene and prevent student-to-student incidents of bullying and cyber bullying in one middle school in Western United States. The study’s research questions explored teachers’ perspectives in witnessing bullying and cyber bullying in their classrooms and the strategies they utilized to identify and effectively intervene to prevent these harassing behaviors. The theoretical framework of social cognitive theory supported this exploratory qualitative case study. The theory demonstrated how students learn and derive meaning from their culture and environment. Data were collected from 10 purposely selected participants and four purposely selected members of a focus group through personal interviews and collection of documents. Data analysis was achieved by coding, categorizing and the development of themes or patterns. Thematic analysis revealed that teachers and parents played an imperative role in intervention and prevention of bullying and cyber bullying. Inflicting physical harm, name calling, teasing, and cyber bullying were identified as the common types of bullying in the middle school. Given all the reported negative outcomes associated with bullying and cyber bullying, very serious attention is called for, from teachers and all stakeholders, for intervention and prevention of these harassing behaviors. 

scholarly journals Exploring Technological Pedagogical and Content Knowledge (TPACK) in English Language Classroom Setting: In-Service English Teachers’ Perspectives

2021 ◽  
Vol 6 (2) ◽  
pp. 70-77
Author(s):  
Galuh Dara Kirana ◽  
Salim Nabhan
Keyword(s):  
Content Knowledge ◽  
Teaching And Learning ◽  
English Language ◽  
Qualitative Case Study ◽  
English Teachers ◽  
Classroom Setting ◽  
Language Classroom ◽  
Teachers Professional Development ◽  
Teachers Perspectives

Technological Pedagogical and Content Knowledge (TPACK) is one of today’s frameworks that integrates technology in the teaching and learning process. However, little research has been done related to the investigation of in-service teachers’ TPACK, specifically in English language classroom setting. Therefore, this study aims at exploring TPACK in English language classroom from the prespectives of in-service English teachers. Qualitative  case study was involved as the approach of the study. The researchers utilized the triangulation of data sources including interview, observation, and document to get the data from in-service English teachers’ as the respondents of the study. The data acquired were then transcribed verbatim and analyzed using thematic analysis. The current study shows that there are three main themes as findings comprising English teachers’ understanding toward TPACK, the process of acquiring TPACK, and the English teachers’ challenges toward TPACK. The English teachers had a diverse understanding pertaining TPACK, and they owned various strategies in acquiring TPACK. However, the teachers faced challenges in implementing TPACK. This study migh have implications in providing the direction of English teachers’ professional development. 

scholarly journals Teachers Perspectives’ in Curbing and Mitigating Bullying in their Work Place: A Case study

2017 ◽  
Vol 7 (3) ◽  
pp. 78
Author(s):  
Eluojor A. Onnekikami ◽  
Moses Taiwo ◽  
Ashraf Esmail ◽  
Agboto Vincent
Keyword(s):  
Middle School ◽  
Focus Group ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Qualitative Case Study ◽  
Cyber Bullying ◽  
Work Place ◽  
Teachers And Parents ◽  
Teachers Perspectives

The purpose of this qualitative case study was to examine the insights of 10 middle school teachers on how to curb incidents of bullying in their work place. In addition, a focus group consisting of four teachers honed in on their perspectives on how to intervene and prevent student-to-student incidents of bullying and cyber bullying in one middle school in Western United States. The study’s research questions explored teachers’ perspectives in witnessing bullying and cyber bullying in their classrooms and the strategies they utilized to identify and effectively intervene to prevent these harassing behaviors. The theoretical framework of social cognitive theory supported this exploratory qualitative case study. The theory demonstrated how students learn and derive meaning from their culture and environment. Data was collected from 10 purposely-selected participants and four purposely selected members of a focus group through personal interviews and collection of documents. Data analysis was achieved by coding, categorizing and the development of themes or patterns. Thematic analysis revealed that teachers and parents played an imperative role in intervention and prevention of bullying and cyber bullying. Inflicting physical harm, name-calling, teasing, and cyber bullying were identified as the common types of bullying in the middle school. Given all the reported negative outcomes associated with bullying and cyber bullying, very serious attention is called for, from teachers and all stakeholders, for intervention and prevention of these harassing behaviors.

Qualitative Case Study Research Design

2015 ◽  
Vol 25 (1) ◽  
pp. 39-45 ◽  
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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