Classroom Case Study Research Articles

D-CIDE: An Interactive Code Learning Program

This paper introduces D-CIDE (Distributed Classroom Integrated Development Environment), a tool that is designed to improve student-teacher interactions in programming classes. D-CIDE's main objective is to provide more meaningful interactions between teachers and students. Its goal is to create a more seamless and interactive learning environment for everyone who uses it. D-CIDE is a distributed integrated development environment (IDE), where the teacher (host) can manage and interact with the IDEs of all students (clients). It makes use of server-client interactions to allow live sharing and editing of code, making it a useful tool for demonstrating coding techniques and quickly addressing student questions. The front-end was developed using HTML, CSS, and JavaScript, and provides a way for the students and teachers to interact with each other. The back-end is made with JavaScript and NodeJS and handles data processing and transmission. The effectiveness of D-CIDE was analyzed through a classroom case study involving a small group of students. The study measured students' engagement, enjoyment, and learning outcomes using D-CIDE compared to traditional teaching methods. Results indicated an increase in student engagement and satisfaction when D-CIDE was used, as well as an improvement in students' learning experiences.

Using Case-Based Instruction to Support Teaching Self-Efficacy for Cultural Responsiveness in Pre-Service Teachers: A Mixed Methods Study

Using a mixed methods design we quantitively examined how case-based instruction (CBI) influenced preservice teachers’ (PSTs) cultural responsiveness teacher efficacy development across three classroom case studies. Qualitatively, we examined how PSTs were able to engage in self-insertion when writing about their reactions to the classroom cases. Specifically, PSTs were randomly assigned to one of two conditions; one group received a content-based text excerpt prior to reading and responding to two classroom cases (Text–Case). Another group was given a series of three classroom cases (Case–Case) that contained similar information to the Text–Case group. The Text–Case group maintained their cultural responsiveness teacher efficacy compared to the Case–Case group, which showed a significant decline (<em>p</em> < 0.05). The Text–Case group also showed greater self-insertion in their responses to the cases. These findings provide evidence that CBI paired with foundational knowledge was more effective than CBI alone.

A Classroom Case Study on Using 3D CAD Simulation to Teach Air Engine Technology

A Classroom Case Study on Using 3D CAD Simulation to Teach Air Engine Technology

"It's Not an Issue of Malice, but of Ignorance"

As video conferencing (VC) has become necessary for many professional, educational, and social tasks, people who are d/Deaf and hard of hearing (DHH) face distinct accessibility barriers. We conducted studies to understand the challenges faced by DHH people during VCs and found that they struggled to easily present or communicate effectively due to accessibility limitations of VC platforms. These limitations include the lack of tools for DHH speakers to discreetly communicate their accommodation needs to the group. Based on these findings, we prototyped a suite of tools, called Erato that enables DHH speakers to be aware of their performance while speaking and remind participants of proper etiquette. We evaluated Erato by running a mock classroom case study over VC for three sessions. All participants felt more confident in their speaking ability and paid closer attention to making the classroom more inclusive while using our tool. We share implications of these results for the design of VC interfaces and human-the-the-loop assistive systems that can support users who are DHH to communicate effectively and advocate for their accessibility needs.

Exploring the teaching reform practices of industry-education integration in modern quality management courses

Modern quality management is one of the most extended courses in the quality course cluster, the core curriculum of the specialties of measurement and control technology and instrumentation. The course is divided into two main parts: the ISO 9000 standard and the ISO 9001 standard. In view of the growing importance of quality management systems in society and the key role that quality management plays in solving complex engineering problems, the traditional purely theoretical teaching methods are no longer suitable for the new demands of teaching in the contemporary context. Therefore, in order to improve the quality of teaching and the students' learning effect of this extended and open knowledge, Changzhou Institute of Technology invited technical supervisors from representative enterprises in the industry, such as Changzhou Wuji Management Consulting Company Limited, to conduct classroom case studies on relevant knowledge and to realize the reform of industry-education integration through joint teaching by the university and enterprises. The latest industrial status and development trend of measurement and control technology and instrumentation technology are brought into the classroom teaching, effectively improving the teaching quality and deeply cultivating students' awareness of modern quality management.

Collaborative learning on energy justice: International youth perspectives on energy literacy and climate justice

ABSTRACT To explore the complexities of energy literacy in a global educational context, this article draws on research from a 7-month collaborative educational research project titled International Youth Deliberation on Energy Futures (IYDEF), which engaged 207 high school students from 22 schools in 18 countries in developing the education needed to activate just and sustainable energy transitions. Key to student learning were activities to build an awareness of systemic global climate issues and to develop energy literacy to understand unsustainable energy legacies and envision alternative and equitable energy transitions and futures. Based upon research from this global classroom case study, this article argues for a collaborative, global effort to promote sociocultural aspects of energy literacy as an underlying framework for energy and climate justice.

Unusual suspects for Age-Friendly University (AFU) intergenerational classroom exchange: A classroom case study in forensic science

ABSTRACT Intergenerational classroom activities have been used to enhance age inclusivity in higher education in the traditional aging curriculum. As ageism continues to be prevalent, there is a need to extend intergenerational contact across the curriculum. Moreover, intergenerational exchange can be an asset to content learning in diverse classrooms. As part of the Age-Friendly University (AFU) initiative that emphasizes the value of intergenerational teaching and learning, students and older adults were brought together in the present classroom case study in a forensic science course. The older adults residing in the institution’s affiliated university-based retirement community (UBRC) developed a mock crime scene scenario for students to solve and engaged with students as they analyzed evidence. Students were surveyed regarding their perceived learning gains and reactions to the intergenerational activity. Students’ responses indicated that the intergenerational experience had both a positive impact on content learning and the perceived value of intergenerational exchange to enhance learning in non-aging focused courses.

Supportive assessment strategies as curriculum events in a performance-oriented classroom context

This article examines the role and pedagogical implications of supportive assessment strategies at the interface where curriculum, general Didaktik and pedagogy meet; theoretically, the article draws upon concepts from research in each of those domains. This interplay is examined in relation to the performance-orientation on two curricular levels: on the programmatic curriculum level, Sweden is used as an example for a result-oriented curricular assessment context. On the enacted curriculum level, a high-performing class in year 8 in a Swedish compulsory school is chosen as a concrete case. Methodologically, the study represents a classroom case study. The empirical data corpus has been collected during one school year and consists of video-recorded lesson observations in the subjects of Swedish and science, semi-structured interviews with teachers and students, and field notes and teaching artefacts in the form of teaching documents. The results show that the supportive assessment strategies used in this classroom context can be understood as a kind of catalyst for the curricular performance orientation, where the effective achievement of externally set up outcome expectations is the purpose. Finally, this is critically discussed, among others, in relation to a bildungs-oriented understanding of education.

Beyond the building: Unleashing leadership potential in the graduate classroom

AbstractThis essay explores how classroom teaching and learning can become an incubator for leadership skills graduate students need to enhance community well‐being. Teaching leadership skills at the graduate level, however, is often siloed into an elective course or internship. The developing field of humanitarian architecture addresses the need for leadership skills by prioritizing design thinking oriented toward collaborative community transformation. In conversation with humanitarian architecture's themes, this essay offers three classroom case studies exploring compelling ways to nurture leadership skills in the graduate theological classroom and beyond: (1) disrupt power differentials by sharing leadership with students; (2) create or retool a single course assignment to develop and assess a needed leadership competency; and (3) explore learning beyond the building by working in partnership with community leaders and organizations. Humanitarian architecture's focus on “building for community transformation” provides theological educators a guiding metaphor for teaching the public pastoral leadership skills faith communities need to navigate the future.

A Theory of Change for Scaling Critical Civic Inquiry

ABSTRACT Case studies of single classrooms and schools have shown promising evidence of learning outcomes associated with action civics and student voice. These findings justify efforts to expand and sustain such opportunities, to ensure greater access for students, and to create a positive feedback loop between youth activism and equity-centered systems change. Although the literature on educational innovation and scaling offers some guidance, this literature has not grappled sufficiently with issues of power that come to the fore when the innovation, such as student activism, challenges dominant systems and practices. We draw on theories of antiracist education and community organizing to propose a theory of change for scaling and sustaining justice-centered civic learning. We situate this argument in examples from a research-practice partnership that has sought to scale a district-sponsored program that works with teachers and students to raise awareness about injustices and to catalyze student engagement in action research and policy change.

Playing Global Monopoly in Cement: The Globalization of CEMEX

This research article is intended for use as a classroom case study with questions for discussion in International Business. This research analyzes CEMEX and their strategy for globalization. CEMEX is a Mexico founded building materials company that operates in more than fifty countries and maintains trade relationships in over one-hundred nations. In addition to CEMEX creating an international business, CEMEX embraces core values including ethics, integrity, and environmental sustainability. The literature review in this study, documents how CEMEX overcame cultural and political implications, and significant risk to become a significant multinational corporation. The topical focus and purpose of this research is to explore CEMEX critically as a specimen company representing cross-cultural and international business growth. The analysis includes the utilization of the Hofstede Cultural Dimensions framework and the PESTLEEG analysis.

Playing Global Monopoly in Cement: The Globalization of CEMEX

This research article is intended for use as a classroom case study with questions for discussion in International Business. This research analyzes CEMEX and their strategy for globalization. CEMEX is a Mexico founded building materials company that operates in more than fifty countries and maintains trade relationships in over one-hundred nations. In addition to CEMEX creating an international business, CEMEX embraces core values including ethics, integrity, and environmental sustainability. The literature review in this study, documents how CEMEX overcame cultural and political implications, and significant risk to become a significant multinational corporation. The topical focus and purpose of this research is to explore CEMEX critically as a specimen company representing cross-cultural and international business growth. The analysis includes the utilization of the Hofstede Cultural Dimensions framework and the PESTLEEG analysis.

Linguistic Citizenship in the EFL Classroom: Granting the Local a Voice Through English

AbstractThis article examines the constitutive role of English as a foreign language (EFL) as a cultural discourse of action and empowerment through which teachers in marginalized, specifically conflict‐ridden, educational contexts act as agents of social and educational change. Although current approaches to teaching English accentuate its transformative role, EFL pedagogies still often reproduce hegemonic and exclusionary ideologies. Drawing on an ethnographic EFL classroom case study, the author conducts a critical discourse analysis of dialogue journals within the theoretical frameworks of foreign language education, critical pedagogies, and linguistic citizenship. The article examines the dynamics surrounding the way two preservice Palestinian Arab teachers in Israel respond to imposed linguistic and educational subjectivities, and their political agency in contesting unequal EFL policies. Contesting exclusionary ideologies in EFL textbooks, fostering dialogicity in EFL classrooms, and increasing students’ agency and reflexivity in EFL programs could strategically promote the discursive role of English as an instrumental tool for implementing local–global understanding and social justice. English, in this sense, offers an important discursive terrain for teachers and learners to negotiate conflicts and engage in justice‐oriented dialogue.

Translation for multiliteracies: case studies of EFL and JFL classrooms

ABSTRACT The purpose of this study is to analyse how translation can be used to foster multiliteracies. It looks at a multimodal-focused approach to translation, which is one of the two important focuses of the pedagogy of multiliteracies. The approach was applied to two different classroom settings: a Korean into English translation classroom at a university in Seoul, South Korea, and a beginner Japanese language class at a university in London, England. In particular, it will examine how a focus on the multimodal dimensions of text facilitates students’ understanding and how this in turn influences their decision-making in translation tasks across classroom contexts. The study uses thematic analysis to examine students’ learning journals submitted after the lesson. Despite two different classroom settings and differences in students’ language proficiency, data show the role such an approach played in enabling students to make decisions for their text output while contemplating the available modes. The approach allowed students to be explicitly aware of the context surrounding the media and helped them to make informed decisions regarding which translations to use.

Exploring Variation in Student Academic Performance: Can Achievement in an Immersive Case Study Project Predict Exam Score in an Introductory Accounting Course?

In modern university education, quantitative analytical skills seem best acquired through deep learning of complex, multi-faceted problems. Our quasi-experimental design tested whether student achievement in an immersive classroom case study might affect subsequent academic performance, presumably reflecting deeper learning of fundamental principles in an accounting course. We analyzed exam scores of three behavior-based student groups: (a) “OOP,” who Opted Out of the immersive case study Project, (b) “BMP,” who earned Below Median marks on the Project, and (c) “AMP,” who scored At least the Median on the Project. Results indicate that student academic performance declined at effectively equal rates among the three student groups in any given semester. Surprisingly, students’ self-reported deep strategy more strongly predicted their academic performance, accounting for more than 30% of exam score variation; group membership explained only 1.93% of exam score variation. These results underscore the need to document student learning approaches explicitly in order to complement observations of student classroom behaviors and academic performance.

Representations of anorexia in an EAP classroom: critically engaging with the body and its discourses

ABSTRACT Aside from mentioning possible issues of hidden identities and curriculum development relating to anorexia, little research has been done exploring how discourses of eating disorders and images of the body have been mediated by teachers and learners in the English for Academic Purposes (EAP) classroom. Drawing upon an ethnographic EAP classroom case study, this article explores how particular meanings of anorexia were framed, discussed, and challenged in this classroom context by an instructor and her students engaged with discourses surrounding eating disorders in a YouTube video, Anorexia: The 10 Most Common Misconceptions about Eating Disorders. I employ a mediated discourse nexus analysis approach to examine the ways in which the teacher and her students differentiated between facts and opinions presented in the video, and the critical engagements with the various representations of eating disorders and the accompanying discourses of the body in different societies.

Drawing to Learn: A Classroom Case Study

As early childhood educators of young children, we recognize that children draw what they know from cultural transmissions, moving through many developmental transitions with drawing. As children’s skills developed, a PreK/Kindergarten teacher in a university laboratory school classroom with 27 children was interested in studying ways children can use drawing to enhance their learning of critical concepts within the curriculum. This paper explores her teacher research, a case study using an action research approach guided by these questions: (1) How do young children use drawing during short and long-term projects? (2) What can teachers learn from close attention to children’s representation drawing? A Drawing to Learn protocol was developed to study children’s drawings of curriculum topics like the wind, affording opportunities to use drawing to express their understanding of motion and their theories of how something works. The teacher research was organized around the Cycle of Inquiry process typically used for curriculum planning in the classroom. The curriculum planning data (observation, interpretation, questions, reflections) informed teachers’ understanding of the meaning of children’s drawings and guided teachers as to how to proceed to inquire more deeply into meaning and discovery with children. The findings of this two-semester study indicate multiple purposes and strategies for using drawings in the learning process (predict, study functions of objects, revisit and reflect, and plan).

Pre-viewing activities and discussions in small groups to improve video comprehension (classroom case study)

Pre-viewing activities and discussions in small groups to improve video comprehension (classroom case study)

Show your work: math curricula, knowledge, and rehumanizing pedagogy

ABSTRACT In many countries, in contemporary math curricula, particularly in early childhood and childhood classrooms, it is considered crucial to encourage children to show their work, to concretely represent their thinking. This article takes up an historiography of this trend (from an American perspective), and draws on case studies of elementary classrooms to show that sometimes, encouraging children to represent their thought betrays sensible epistemological and psychological understandings of the nature of thought and knowledge. The author draws on psychoanalytic theory in conversation with educational philosopher Gert Biesta to argue for a rehumanizing pedagogy, one that enables teachers to see children and themselves as whole and complex even in the context of a mandated and predetermined curriculum. Though the article focuses on math classrooms, its implications for childhood education are broader and trans-curricular.

From ratios of right triangle to unit circle: an introduction to trigonometric functions

Knowing the two contexts of trigonometry both trigonometry as ratios of right-angle triangle and trigonometry as a function is important to students. Educational research has shown that students could not distingush between these contexts and understand why trigonometry is a function. Study showed that a unit circle context can be a ‘glue’ between them. However, the transition from the triangle concept to unit circle concept is not well delivered. In this study we propose a lesson design for trigonometric to filling the gap between right triangle context and circular function context. This study is underpinned by the previous research proposed by Altman & Kidron (2017) that describe how is students cognitive process through constructing knowlegde. We also report on the results of a classroom case study in which the design has been implemented and researched through a phenomenological investigation based on interviews, classroom observations. We discuss the task-related difficulties that students faced in their concept development. The results of the study suggest that the design can link between trigonometry as ratios of right-angle triangle context and unit circle context. A consideration of technical support in group work devision is also discussed.