scholarly journals Reasoning under uncertainty within the context of probability education: A case study of preservice mathematics teachers

Pythagoras ◽  
2021 ◽  
Vol 42 (1) ◽  
Author(s):  
Samah G.A. Elbehary
Keyword(s):  
Mathematics Teachers ◽  
Prior Probability ◽  
Probabilistic Reasoning ◽  
Cognitive Activity ◽  
Reasoning Under Uncertainty ◽  
Case Study Design ◽  
Multiple Case ◽  
Preservice Mathematics Teachers ◽  
Purposive Sample

Interpreting phenomena under uncertainty stands as a substantial cognitive activity in our daily life. Furthermore, in probability education research, there is a need for developing a unified model that involves several probabilistic conceptions. From this aspect, a central inquiry has been raised through this study: how do preservice mathematics teachers (PSMTs) reason under uncertainty? A multiple case study design was operated in which a purposive sample of PSMTs was selected to justify their reasoning in two probabilistic contexts while their responses were coded by NVivo, and corresponding categories were developed. As a result, PSMTs’ probabilistic reasoning was classified into mathematical (M), subjective (S), and outcome-oriented (O). Besides, several biases emerged along with these modes of reasoning. While M thinkers shared equiprobability and insensitivity to prior probability, the prediction bias and the belief of Allah’s willingness were yielded among S thinkers. Also, the causal conception spread among O thinkers.

Marketing communication objectives through digital content marketing on social media

2020 ◽  
pp. 79-104
Author(s):  
Janice J. Nieves-Casasnovas ◽  
Frank Lozada-Contreras
Keyword(s):  
Social Media ◽  
Marketing Strategies ◽  
Brand Awareness ◽  
Digital Content ◽  
Media Content ◽  
Marketing Communication ◽  
Case Study Design ◽  
Multiple Case ◽  
Content Marketing

The purpose of this study was to determine what type of marketing communication objectives are present in the digital content marketing developed by luxury auto brands with social media presence in Puerto Rico, particularly Facebook. A longitudinal multiple-case study design was used to analyze five luxury auto brands using content analysis on Facebook posts. This analysis included identification of marketing communication objectives through social media content marketing strategies, type of media content and social media metrics. Our results showed that the most used objectives are brand awareness, brand personality, and brand salience. Another significant result is that digital content marketing used by brands in social media are focused towards becoming more visible and recognized; also, reflecting human-like traits and attitudes in their social media.

Creating autonomous learners in the teaching of English as a second language (ESL) in Zimbabwean secondary schools : a reality or a myth?

2020 ◽  
Vol 1 (3) ◽  
pp. 103-132
Author(s):  
Rungamirai Matiure ◽  
Erick Nyoni
Keyword(s):  
Decision Making ◽  
Second Language ◽  
Multiple Case Study ◽  
Document Analysis ◽  
Learner Autonomy ◽  
Case Study Design ◽  
Midlands Province ◽  
Multiple Case ◽  
Comprehensive Framework

This study explored the utility of the learner autonomy concept in the Zimbabwean O Level English as a Second Language (ESL) classroom focusing on three Gweru urban high schools of the Midlands Province. The researchers intended to establish whether learner autonomy was a reality or just a myth in Zimbabwean classrooms. A qualitative multiple case study design was applied focusing on teaching strategies, availability of resources, challenges faced and ways of optimising it. Questionnaires and document analysis were used for data collection. The findings revealed that the concept did not manifest in explicit terms, the learners did not participate in decision making, and the teachers were not adequately prepared to administer autonomous processes with students. For it to be a reality, the Education Ministry is recommended to establish a comprehensive framework of how autonomous learning should be implemented. Teacher training should explicitly focus on how to develop autonomous learners. Teachers ought to be flexible enough to accommodate learners' contributions towards their learning.

Music Therapy Intervention with Autistic Children

2013 ◽  
Vol 3 (2) ◽  
pp. 79-95
Author(s):  
Zuzana Vlachová
Keyword(s):  
Music Therapy ◽  
Children With Autism ◽  
Research Activity ◽  
Case Study Design ◽  
Qualitative Empirical Research ◽  
The Social ◽  
Multiple Case ◽  
Therapy Interventions ◽  
Therapy Intervention

The paper presents a qualitative empirical research project, research design and research methods used in the preparation of a dissertation which deals with music therapy interventions in children with autism. The reason for examining this issue is a considerable lack of research activity in this area, and thus also a lack of relevant results on which clinical practice could rely. The results of future investigations should bring answers to the question of how children with autism receive and experience music therapy intervention and also what the effect of music therapy intervention in the social interaction of children is; research will be directed to a deeper understanding of this influence and its characteristics using the multiple case study design.

Examining Coaches’ Approaches to Teaching Life Skills and Their Transfer in Youth Sport

2020 ◽  
Vol 34 (4) ◽  
pp. 276-287
Author(s):  
Laura Martin ◽  
Martin Camiré
Keyword(s):  
Life Skills ◽  
Youth Sport ◽  
Skills Development ◽  
Future Research ◽  
Approaches To Teaching ◽  
Case Study Design ◽  
Youth Baseball ◽  
Multiple Case ◽  
Teaching Life

Coaches have been shown to play key roles in the life-skills development and transfer process. The purpose of the study was to examine coaches’ approaches to teaching life skills and their transfer in youth sport. A multiple case study design was employed. Each case was composed of one coach and at least two of their athletes involved in youth baseball, rugby, soccer, and sailing. The data collection involved pre- and postseason interviews and in-season journaling with coaches, as well as postseason interviews with athletes. The results indicated that the coaches predominantly used implicit approaches, with just over half identified as using some explicit approaches to teach life skills. The coaches discussed several factors that influenced their decisions to use or not use explicit life-skills teaching approaches. The results have implications for future research and applied efforts aimed at maximizing the developmental gains athletes can derive from their participation in sport.

scholarly journals Mapping spontaneous facial expression in people with Parkinson’s disease: A multiple case study design

2017 ◽  
Vol 4 (1) ◽  
pp. 1376425 ◽  
Author(s):  
Sarah D. Gunnery ◽  
Elena N. Naumova ◽  
Marie Saint-Hilaire ◽  
Linda Tickle-Degnen ◽  
Peter Walla
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Facial Expression ◽  
Study Design ◽  
Multiple Case Study ◽  
Case Study Design ◽  
Multiple Case

scholarly journals "I can't believe I just said that" : discursive filters and beginning mathematics teachers' enactment of ambitious practice

2020 ◽  
Author(s):  
◽  
Cara Haines
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Mathematics Teachers ◽  
Teaching Methods ◽  
Teacher Education Program ◽  
Institutional Settings ◽  
Multiple Case ◽  
K 12 ◽  
Pedagogical Discourses

After being introduced to "ambitious" teaching methods during teacher education, only some beginning teachers attempt to enact those methods, as others gravitate toward the conventional practices that overwhelm K-12 settings. To learn more about why, I conducted a multiple-case study of four beginning secondary mathematics teachers who graduated from three cohorts of one teacher education program and went on to teach in two different schools. Through longitudinal interviews and classroom observations, I examined the teachers' enactment of ambitious practice through the lenses of their discursive teaching identities (critical pedagogical discourses) and perceptions of messages about teaching circulating within their institutional settings (contextual discourses). Findings revealed that the extent to which teachers' critical pedagogical discourses acted as resources for filtering out contextual pressures to teach in conventional ways helped to explain their enactment of ambitious practice. Among other implications, these results suggest that teachers' discourse development should be a more explicit focus of teacher education.

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