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Qualitative Case Study (qualitative + case_study)
Selected AbstractsAnother Side of the Story: A Qualitative Case Study of Voting Behaviour in the European ParliamentPOLITICS, Issue 1 2008Maja Kluger Rasmussen This study re-examines the conclusions drawn from existing research on legislative behaviour in the European Parliament (EP). Using written questionnaires and qualitative interviews with all 14 current Danish Members of the European Parliament (MEPs) and three former MEPs, existing academic findings on voting behaviour in the EP are compared and contrasted with ground-level experience from the MEPs' point of view. This study lends support to many of the conclusions drawn from previous quantitative research. However, it also shows that some of these findings cannot be fully understood without individual-level information. [source] Framing French Success in Elementary Mathematics: Policy, Curriculum, and PedagogyCURRICULUM INQUIRY, Issue 3 2004FRANCES C. FOWLER ABSTRACT For many decades Americans have been concerned about the effective teaching of mathematics, and educational and political leaders have often advocated reforms such as a return to the basics and strict accountability systems as the way to improve mathematical achievement. International studies, however, suggest that such reforms may not be the best path to successful mathematics education. Through this qualitative case study, the authors explore in depth the French approach to teaching elementary mathematics, using interviews, classroom observations, and documents as their data sets. They apply three theoretical frameworks to their data and find that the French use large-group instruction and a visible pedagogy, focusing on the discussion of mathematical concepts rather than on the completion of practice exercises. The national curriculum is relatively nonprescriptive, and teachers are somewhat empowered through site-based management. The authors conclude that the keys to French success with mathematics education are ongoing formative assessment, mathematically competent teachers, policies and practices that help disadvantaged children, and the use of constructivist methods. They urge comparative education researchers to look beyond international test scores to deeper issues of policy and practice. [source] Writing the "Show,Me" Standards: Teacher Professionalism and Political Control in U.S. State Curriculum PolicyCURRICULUM INQUIRY, Issue 3 2002Margaret Placier This qualitative case study analyzes the process of writing academic standards in one U.S. state, Missouri. The researchers took a critical pragmatic approach, which entailed close examination of the intentions and interactions of various participants in the writing process (teachers, politicians, business leaders, the public), in order to understand the text that was finally produced. School reform legislation delegated responsibility for writing the standards to a teacher work group, but the teachers found that their "professional" status and their intention to write standards that reflected a "constructivist" view of knowledge would meet with opposition. Politicians, who held different assumptions about the audience, organization, and content of the standards, exercised their greater power to control the outcome of the process. As the researchers analyzed public records and documents generated during the writing process, they constructed a chronological narrative detailing points of tension among political actors. From the narrative, they identified four conflicts that significantly influenced the final wording of the standards. They argue that as a consequence of these conflicts, Missouri's standards are characterized by a dichotomous view of content and process; bland, seemingly value,neutral language; and lack of specificity. Such conflicts and outcomes are not limited to this context. A comparative, international perspective shows that they seem to occur when groups in societies marked by political conflicts over education attempt to codify what "all students should know." [source] Classical versus relational approaches to understanding controls on a contract with independent GPs in South AfricaHEALTH ECONOMICS, Issue 12 2003Natasha Palmer Abstract Contracts have played a central role in public sector reforms in developed countries over the last decade, and research increasingly highlights their varied nature. In low and middle income countries the use of contracts is encouraged but little attention has been paid to features of the setting that may influence their operation. A qualitative case study was used to examine different dimensions of a contract with private GPs in South Africa. Features of the contract are compared with the notions of classical and relational contracts. Formal aspects of the contract such as design, monitoring and resort to sanctions were found to offer little control over its outcome. The relational rather than classical model of contracting offered a more meaningful framework of analysis, with social and institutional factors found to play an important role. In particular, the individual nature of GP practices highlighted the role played by individual motivation where a contract exercised little formal control. Due to the similarity of factors likely to be present, results are argued to be relevant in many other LMIC settings, and policy-makers considering contracts for clinical services are advised to consider the possibility of experiencing a similar outcome. Copyright © 2003 John Wiley & Sons, Ltd. [source] Assessment of the benefits of user involvement in health research from the Warwick Diabetes Care Research User Group: a qualitative case studyHEALTH EXPECTATIONS, Issue 3 2007Antje Lindenmeyer PhD Abstract Objective, To assess the benefits of involving health-care users in diabetes research. Design and participants, For this qualitative case study, semi-structured interviews were conducted with researchers who had worked extensively with the group. During regular meetings of the Research User Group, members discussed their views of the group's effectiveness as part of the meeting's agenda. Interviews and discussions were transcribed, coded using N-Vivo software and analysed using constant comparative methods. Results, Involvement of users in research was generally seen as contributing to effective and meaningful research. However, the group should not be considered to be representative of the patient population or participants of future trials. An important contributor to the group's success was its longstanding nature, enabling users to gain more insight into research and form constructive working relationships with researchers. The user-led nature of the group asserted itself, especially, in the language used during group meetings. A partial shift of power from researchers to users was generally acknowledged. Users' main contribution was their practical expertise in living with diabetes, but their involvement also helped researchers to remain connected to the ,real world' in which research would be applied. While the group's work fulfilled established principles of consumer involvement in research, important contributions relying on personal interaction between users and researchers were hard to evaluate by process measures alone. Conclusions, We demonstrated the feasibility, acceptability and effectiveness of this longstanding, experienced, lay-led research advisory group. Its impact on research stems from the continuing interaction between researchers and users, and the general ethos of learning from each other in an on-going process. Both process measures and qualitative interviews with stakeholders are needed to evaluate the contributions of service users to health research. [source] Vocational education and training and employer engagement: an industry-led sectoral system in the NetherlandsINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 1 2010Johnny Sung The overall objective of this paper is to determine, through a qualitative case study of the Dutch sectoral training system, factors associated with successful employer engagement. As well as examining the key features of the Dutch approach to vocational education and training (VET), the article makes a number of specific arguments: (1) employer ,buy-in' is crucial to the success of the sectoral approach to VET; (2) simply establishing a system of sector-based training bodies (e.g. skills councils) does not guarantee effective employer engagement; and (3) to make sectoral training work, especially in countries where a ,supply-led' system dominates, a fundamental reform is required in areas such as funding, qualification structure, leadership and system support. [source] In search of well-started beginning science teachers: Insights from two first-year elementary teachersJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 6 2010Lucy Avraamidou Abstract The purpose of this qualitative case study was to explore what aspects of two first-year elementary teachers' practices were most consistent with an inquiry-based approach, what PCK served as a mechanism for facilitating these practices, and what experiences have mediated the nature and development of these teachers' PCK. For each of the participants data included audio-recorded interviews, video-recorded classroom observations, lesson plans, and samples of student work. Data analysis illustrated that both participants engaged their students in question-driven investigations, the use of observational data, making connections between evidence and claims, and communicating those claims to others. Moreover, there was clear evidence in the findings of the study that a considerable degree of coherence existed between the two participants' knowledge on one hand and their instructional practices on the other hand. The participants perceived specific learning experiences during their programs as being critical to their development. The contribution of this study lies in the fact that it provides examples of well-started beginning elementary teachers implementing inquiry-based science in 2nd and 5th grade classrooms. Implications of the study include the need for the design of university-based courses and interventions by which teacher preparation and professional development programs support teachers in developing PCK for scientific inquiry and enacting instructional practices that are congruent with reform initiatives. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47:661,686, 2010 [source] Power, Politics, and Pecking Order: Technological Innovation as a Site of Collaboration, Resistance, and AccommodationMODERN LANGUAGE JOURNAL, Issue 2 2005JAMES N. DAVIS The author summarizes and interprets data collected while he was a visiting scholar in a foreign language (FL) department at a large U.S. public research university. This qualitative case study focuses on: (a) the process of developing widely acclaimed Web-based beginning FL teaching software, and (b) the political implications of the development team's success within their host department. As the team forged strategic alliances across the campus and received substantial funding through their university's technology initiatives, certain traditional intradepartmental power relationships (especially between language- and literature-teaching faculty) were destabilized. The most striking outcomes of the events described here were the subversion of longstanding rules and procedures for granting tenure and promotion and the empowerment of the beginning program coordinator and his associates. The findings of the present research are framed in terms of theoretical constructs proposed by Jordan (1999) and Bourdieu (1988). The conclusion includes suggestions for consumers and creators of large-scale technology projects. [source] Dilemmas encountered by health practitioners offering nuchal translucency screening: a qualitative case studyPRENATAL DIAGNOSIS, Issue 3 2002Clare Williams Abstract Objective To explore dilemmas experienced by practitioners involved in routine prenatal nuchal translucency (NT) screening. Design Qualitative study incorporating multidisciplinary practitioner discussion groups led by a health care ethicist. Setting Inner-city teaching hospital with fetal medicine unit. Participants Thirty-two practitioners whose work relates directly or indirectly to perinatal care. Results Practitioners identified a number of dilemmas, many of which centred on the tension between pregnancy being seen as a normal or a ,risky' time. Practitioners and women were perceived to have contrasting reasons for screening, with women welcoming the opportunity to ,see' their baby on the ultrasound scan, whilst practitioners were screening for abnormalities. These differing agendas led to various dilemmas particularly in relation to information giving, performing scans incorporating NT screening and promoting individual client choice. Conclusions Plans to introduce routine NT screening need careful prospective consideration of the potential implications for both providers and users of the service. The discussion groups also identified the need for training in the complex communication skills required and an awareness of the related ethical dilemmas, plus the need for increased time and resources to enable practitioners to promote informed choice. Copyright © 2002 John Wiley & Sons, Ltd. [source] Impaired psychosocial outcome of donors after living donor liver transplantation: a qualitative case studyCLINICAL TRANSPLANTATION, Issue 4 2006Marc Walter Abstract:, Adult-to-adult living donor liver transplantation (LDLT) of the right hepatic lobe has been developing into an established therapy for treating pre-terminal liver diseases. There is little experience available on the psychosocial outcome of living donors. The aim of this first qualitative case study was to investigate the patterns for impaired psychosocial outcome in donors after LDLT. Donor hepatectomies were performed in 30 donors at the Charité Berlin. Six months after surgery, the six of the 30 donors with negative moods and physical complaints in psychometric monitoring were examined. The post-operative interviews were transcribed and analysed using current qualitative research methods. These six donors (20%) reported various unspecific complaints and psychological conflicts. Sadness was expressed about organ rejection and death of the recipient. Anxieties about the recipient and their own health were verbalized. Disappointment and anger refer to the experience that they were not as fully appreciated by the medical system and their social environment as expected. The negative emotions of donors with impaired psychosocial outcome could be related to a decrease in self-esteem in the post-operative course. Adequate medical and psychological treatment opportunities for these donors should be provided. [source] | ||||||||||||||||