Collective Case Study Research Articles

DEPARTMENT CHAIR ROLES AND RESPONSIBILITIES IN WOMEN STEM FACULTY CAREER PROGRESSION AND SUCCESS

The purpose of this qualitative collective case study was to explore the perceptions and experiences of women faculty in STEM disciplines of the role of their department chair in their career progression and success. Of specific interest in the study were how they described the level of advocacy of department chair in their success and career progression, and how they described the knowledge and actions of their department chair relative to establishing and maintaining a collegial and equitable working environment. The study was framed by a conceptual framework that supports the role of the department chair responsibilities in faculty success. The study settings were two public, large, highest research-intensive universities located in the southern United States. Participants were 20 women STEM faculty. The findings indicated that many of the participants perceived that their department chair lacked sufficient training to advocate for them, did not always understand the differences in experiences between women and men faculty in STEM, nor their role and responsibility for ensuring collegial and equitable working environment. Some participants identified that their department chairs were committed to the work of equity and ensured department collegiality.

Realisasi Fonem Vokal Bahasa Indonesia

The purpose of this study this study describes the realization form of vowel phoneme, consonant phoneme in Indonesian language. Through this research, it is hoped that it can be useful for the Indonesian speakers, especially educators and students. In addition,In addition, this research is expected to inspire linguistic experts to examine more comprehensively related to the realization of Indonesian vowel phonemes. This research uses descriptive qualitative method by using a collective case approach study (collection case study). Data collection using observation, listening and note-taking techniques. The instruments we use in this research data collection itself are equipped with notes and scientific journals. complete with notes and scientific journals. In this study can conclude that (1) the realization of Indonesian vowel phonemes consists of 2 kinds, namely (a) in accordance with the rules and (b) in accordance with the rules. kinds, namely (a) in accordance with the rules and (b) deviating from the rules; and (2) deviations in the realization of vowels are in the vowels /i/, /u/, and /o/ in the closing position and in derived words. Deviations also The reflection of the realization of the vowel /u/ also occurs in abbreviations of Indonesian original words. Indonesian original words. There are deviations in the realization of the vowel /e/ that cause disparity of meaning. but there are also those that do not cause disparity of meaning. meaning.

A Collective Case Study of Elementary Music Teachers Integrating Modern Band into the Curriculum

The purpose of this collective case study was to examine how four elementary music teachers (from different U.S. regions) integrated modern band into their curricula. Data included semi-structured interviews, videos, emails, and a researcher journal. Teachers integrated modern band to improve student “buy-in” and to gain instruments. All started modern band with older students in Grades 4 to 6 or 3 to 5, with some expanding to younger grades. Instruments were accumulated over time through various forms of funding, with repertoire selection coming primarily from students. All participants used approximation and multiple access points for making music when teaching modern band. Challenges were teachers’ lack of knowledge and skills (playing modern band instruments and teaching rap and hip hop) and overcoming personal biases of popular music. Facilitating factors included access to training and resources and administrative funding and support. Implications include considerations for music teachers and music teacher educators.

A Framework to Support the Progressive Implementation of Integrated Team-Based Care for the Management of COPD: A Collective Case Study

Background: In Canada, there is consensus about the need for integrated, team-based care in primary care settings to help manage chronic conditions such as chronic obstructive pulmonary disease (COPD). Currently, there is limited understanding on how to support the continued growth and spread of such models; this is coupled with the fact that there is limited empirical evidence to support this process within chronic disease management. There is a need to understand how to support the implementation and spread of integrated, team-based chronic disease management programs in primary care settings, a process that we call progressive implementation.
 Methods: We studied the supporting and mitigating factors required to successfully implement and spread an integrated, team-based program for COPD management in primary care. We conducted a collective case study using an integrated knowledge translation approach involving key informants and our patient partner throughout the entire research process. Data collection included interviews, living documents, and a focus group. Our study explored an integrated, team-based model of care for COPD known as Best Care COPD (BCC). The BCC program has been implemented in primary care settings across Southwestern Ontario. BCC is a quality improvement initiative that was developed to enhance the quality of care for patients with COPD. Participants in our research included healthcare providers involved in the delivery of the BCC program.
 Results: We identified mechanisms influencing the spread of BCC and categorized them as foundational (evidence-based program, readiness to implement and a peer-led implementation team), transformative (adaptive process, provider empowerment and embedded evaluation), and enabling mechanisms (provider training, administrative support, role clarity, and patient outcomes) across three different implementation phases. We developed a framework to inform the progressive implementation of integrated, team-based care for chronic disease management within primary care settings.
 Conclusions: This study explores the implementation and spread of an integrated team-based COPD management program in primary care settings. Despite using COPD management program in Ontario, Canada as an exemplar, we believe the findings can be applied in other chronic disease contexts in primary care settings around the world. We provide a framework to support progressive implementation of integrated team-based care for chronic diseases with the potential to support patients and providers by understanding how to facilitate the continued growth of appropriate models of care. 
 Next Steps: The rapidly increasing prevalence of chronic diseases emphasizes the need to understand how to spread and sustain appropriate models of care to better support patients and providers. The next phase of this study will seek to understand how to support the sustainability of integrated, team-based chronic disease management programs in a primary care setting.
 Information on Financial Support: This study has received financial support from the Asthma Research Group Inc. and Canadian Institutes of Health Research.

Kolaborasi Perpustakaan Umum dan TBM dalam Penyediaan Akses Koleksi Perpustakaan Bagi Masyarakat Daerah Terpencil

Public libraries have a function to support the preservation of their respective regional cultural products and to facilitate the creation of a lifelong learning community. In practice, there are many obstacles faced by public libraries, one of which is access constraints. In addition to public libraries, the community is also obliged to support the availability of the library service facilities in their environment. In this research, Community Reading Garden/Taman Bacaan Masyarakat (TBM) represent the community as a supporting element in efforts to provide library access, especially for remote areas. The purpose of this research is to determine the efforts of the District Dispusip. X in providing access to library collections in remote areas, reveals the potential of TBM to support providing library access in remote areas, and the forms of collaboration expected by both parties. The research was carried out using a descriptive qualitative approach using interview data collection methods and case study observations at Dispusip District X and 5 TBMs in remote areas in District X, NTB Province. Based on the research, the results showed that TBM in X in providing library access in remote areas. The collaboration most expected by TBM is related to providing book collections.

A Biographical-Narrative Inquiry to the Transitions of Latin American Immigrant Students: A Collective Case Study in the Context of Chilean Higher Education

Chile has positioned itself as an important receiving nation of immigrants in Latin America, which is evidenced by the emergence of foreign students in both universities and professional institutes. The main objective of this article is to understand the inclusion-exclusion factors of a group of Latin American students immersed in Chile’s higher education system. The authors used a biographical-narrative inquiry to conduct eight in-depth interviews and a participatory group methodology in Chile’s Valparaíso Region. The findings show that factors such as the presence of an influential adult figure, institutional welcoming mechanisms, access to work, and expectations of timely graduation and future residence all play a significant role in the educational transitions of these immigrant students who have experienced cultural and spatial changes. The study concludes that these types of elements translate into key protective factors in the successful educational transitions of this group of young immigrants, who have developed the journey from school to the university world.

Exploring the connections between teaching librarians' beliefs about teaching and their teaching methods

In academic libraries, a teaching librarian's choice of teaching methods has the potential to impact student learning, yet a limited number of studies have explored how teaching librarians choose which teaching methods to use in their instruction sessions. Using the theory of planned behavior as the theoretical framework, this study explored one antecedent for teaching methods: a librarian's beliefs about teaching. Thirteen teaching librarians from three R1 doctoral universities in Texas were interviewed as part of a collective case study. During the interviews, participants were asked to describe their teaching methods and their beliefs about teaching. Three themes were identified across institutions and instructional contexts related to teaching methods: engaging students in the teaching interaction, connecting information literacy content to the real world, and creating a supportive atmosphere. Three themes were identified related to teaching beliefs: beliefs in the importance of understanding students' unique learning needs, understanding students' affective dimensions of learning, and respecting the knowledge students bring to the teaching interaction. These findings suggest that participants utilize a student-centered approach to teaching characterized by active learning methods. This exploration of the role of teaching beliefs on how teaching librarians choose teaching methods has practical implications for creating professional development for teaching librarians that aims to deconstruct beliefs about teaching.

Reflecting on embodied experience through an expert lens: drama as a pedagogic tool for developing academic language proficiency in the middle-primary school

ABSTRACT This paper reports on a major study which examined how middle-primary teachers (of students aged 8-10) in Australia used drama-rich pedagogy in their literacy programs to support the development of academic language proficiency, a critical element of ongoing student progress in literacy beyond the early years. Despite its proven status as a powerful literacy teaching strategy, drama-rich pedagogy remains underused by teachers. Key findings from a qualitative collective interventionist case study conducted in three schools in Melbourne, Victoria, Australia demonstrate that embodied and role-based experiences can work both individually and in combination to create supportive contexts for academic language development.

The Well-being Social Constructionist Leadership Model: Advancing Well-being in Higher Education

Using qualitative, collective case study data about the Chief Wellness Officer (CWO) role and how CWOs lead well-being programs in relationship to others, this article discusses leadership in higher education settings. Drawing on a framework associated with social constructionism, CWOs were found to lead through a variety of relational skills. Findings enhance the understanding of how CWOs facilitate campus well-being efforts and provide insight into the strategic, relational and communications skills necessary for success.

Influence of Music Engagement and Movement on Daily Living Skills in Children with Down Syndrome

Many studies have found that Orff-Schulwerk music activities can be used to help children with special needs learn various skills; however, little research has been conducted on Orff-Schulwerk as a tool for helping children with Down syndrome (DS) learn skills of daily living. To fill this research gap, a collective case study was conducted. This study recruited five children with DS aged 7–10 years to participate in an 8-week class to develop two skills of daily living through music engagement and movement (MEM) based on Orff-Schulwerk. Four participants nearly or fully mastered the two skills, and only one did not have complete mastery and needed prompting to perform both daily living skills correctly. This finding suggests that MEM can help children with DS learn skills of daily living. Thematic analysis showed that the fun of musical activities kept DS children interested and enjoying the MEM program. Meanwhile, MEM helped children to concentrate, understand and memorize daily living skills in the class. In addition, the encouragement and affirmation given by the teacher helped them to increase their self-confidence in classes and not to give up easily due to difficulties.

“We’re stronger as a family”: Family experiences and relationships in an adapted physical activity camp

Adapted recreation programs involving the entire family may offer ways to enhance relationships in families with a child living with a disability because they enable participating together in new and potentially empowering experiences. This study examined family members’ perspectives on their lived experiences with their relationships within their family and how they perceived they were affected by their participation in an adapted summer camp for families with a child living with a disability. We conducted a collective case study with five families who participated in a week-long camp. A focus group was conducted with each family and analyzed using reflexive thematic analysis. Participation in the camp impacted family relationships by reducing isolation for mothers; alleviating stress and anxiety which helped families bond; providing shared experience which led to mutual understanding, communication, and support; improving independence and confidence of the child living with a disability; facilitating sibling bonding and parent comfort with giving siblings more responsibility; and enhancing families’ confidence to participate in family activities beyond the camp. These findings elucidate how participation in this type of program can impact relationships in families that include a child living with a disability and inform future program design.

Magnetic and chemical biomonitoring of particulate matter at cultural heritage sites: The Peggy Guggenheim Collection case study (Venice, Italy)

Cultural heritage (CH) is heavily threatened by air pollution, especially by airborne particulate matter (PM), that acts on the surfaces of fine arts, causing artistic loss. Therefore, the monitoring of air quality assumes a central role for the preventive conservation of CH.In this study, magnetic and chemical biomonitoring of PM was applied at the Peggy Guggenheim Collection, a contemporary and modern art museum in Venice, Italy. It is located in an aquatic context, where the PM sources are considerably different, with respect to the usual vehicular-dominated urban emissions.Lichen biomonitoring is a well-established technique for the assessment of air quality, especially where PM collecting devices cannot be operated for aesthetic and practical reasons.Samples of the lichen species Evernia prunastri were collected from a pristine area and exposed for three months (November 2022–February 2023) at increasing distances from the Grand Canal, planning an outdoor vs. indoor sampling design, for outlining the diffusion of airborne PM inside the museum.In combination with lichen exposure, the leaves of Pittosporum tobira hedges were sampled for determining their efficiency as bioaccumulators.The magnetic properties of lichens showed a moderate bioaccumulation of magnetite-like particles outdoors. Conversely, the magnetic properties of the indoor samples were like those of the unexposed ones, indicating a negligible accumulation of metallic particles indoors. Pittosporum tobira leaves mostly showed diamagnetic properties, resulting an ineffective species for preventing conservation purposes. Chemical analysis did not show any significant difference between unexposed, indoor and outdoor samples. A directional gradient of bioaccumulation was not evident, thus implying that the sources of metallic PM are distant or diffused, with respect to the site.The joint use of magnetic and chemical analyses was useful for evaluating the negligible impact of airborne particulate pollution arising from the Grand Canal towards the Halls of the Collection.

Examining digital capital and digital inequalities in Canadian elementary schools: Insights from teachers

Research on digital inequalities and their societal implications has garnered significant attention from scholars around the globe, emphasizing the urgency to understand their impact on individuals' everyday lives. However, studies investigating these inequalities within educational settings from teachers' perspectives remain scarce. This study addresses this gap by examining the experiences of eight elementary school teachers in Canada through a collective case study approach. Despite diverse urban and rural backgrounds, teachers unanimously recognized digital inequalities among their students. Data collection involved semi-structured interviews that explored available technologies, usage patterns, and frequency of implementation; the development of students’ digital literacies skills; and the digital inequalities that may or may not impact students. Analyses reveal inequalities including disparities in device availability and ratio, discrepancies in the types and purposes of online engagement and skill development, and inequalities of digital confidence and empowerment. The findings highlight the prevalence and exacerbation of digital inequalities among students, underscoring the influential role of students' digital capital in shaping their digital experiences and offline outcomes. Moreover, the study reveals that the inequalities faced by teachers can further intensify the digital divide among students. Consequently, concerted efforts are needed to address these inequalities to promote more equitable access to digital resources and opportunities for all students, as well as targeted professional development for educators. This research emphasizes the importance of considering teachers' perspectives in understanding and mitigating the impact of digital inequalities on culture and society.

A conceptual model for ancient Chinese ceramics based on metadata and ontology: A case study of collections in the Nankai University Museum

In the era of digital information, metadata, and ontology technology have increasingly promoted the information management and utilization of museum collections. As one of the most important collection categories in Chinese and even the world's historical museums, the information management of ancient Chinese ceramics has made some progress, but there are still some shortcomings as well. Based on the current need for the information management and utilization of ancient Chinese ceramics, the article used the ceramics in the Nankai University Museum as research samples, constructing the Metadata of Ancient Chinese Ceramics through the comprehensive analysis, integration, and improvement of existing metadata. Moreover, based on that, the study reused and expanded the CIDOC CRM to establish “the Ontology of Ancient Chinese Ceramics” through Protégé, with 20 pieces of ceramics in the Nankai University Museum being added as instances. Last but not least, the study took the Kang Xi Polychrome Cup with Winter Jasmine as an instance and presented its knowledge map through visualization to demonstrate the structure of “the Ontology of Ancient Chinese Ceramics” more clearly.

Reconfiguring school learning spaces: students’ and teachers’ voices on well-being

ABSTRACT The aim of our research is to draw attention to school learning spaces that fulfil the needs of students and promote their well-being. With the aim of facilitating a deeper understanding of teachers’ and students’ views about well-being in the school setting, this research integrates self-determination theory with important insights between teachers and students. The method used in the study is a collective case study. The research data have been collected through multiple sources, including face-to-face interviews, observations, and visual materials. Semi-structured interviews were conducted with 24 students and 24 teachers at high schools in Türkiye. Observations were also made in 12 school environments. The findings of this study underline the significance of school learning spaces in fulfilling students’ needs for autonomy (self-actualisation), competence (feeling capable of achieving desired outcomes), and relatedness to others (belongingness, forming close relationships) which promote students’ well-being. The paper provides a deeper understanding of where well-being is enhanced in learning spaces and which learning environments need to be developed in Turkish high schools.

Developing an Attitude of Positive Tolerance Among Young People in Poland a Collective Case Study

This paper presents the findings of a quality study conducted in 2021 on developing an attitude of positive tolerance among young people in Poland. The collective case study method was applied. Five cases of educational institutions were analysed whose statutes provide for the promotion of the pedagogy of tolerance inspired by the teachings of John Paul II. The research sample comprised: The Centre for the Thought of John Paul II, the “Opus of New Millenium” Foundation, the John Paul II Institute for Intercultural Dialogue in Kraków, the St. John Paul II Youth Aid Foundation “Wzrastanie,” and the Association of Friends of Catholic Schools. The educational programmes of these institutions mainly address young people in Poland. The study revealed that positive tolerance, based on an axiological foundation, occupies an important position in the activities of these institutions. Founded on the teachings of John Paul II, it incorporates human dignity, respect, the common good, responsibility, intercultural and inter-religious dialogue, and cooperation. The study revealed that educational initiatives were diversified concerning the content and methodological solutions, whose aim is to discover the essence of positive tolerance and its boundaries. These create various opportunities to get to know another person, show respect, dialogue, change prejudices, cooperate, and build unity in diversity. Young people are encouraged to engage in intercultural and interreligious dialogue both directly and using the latest information and communication technologies that favoured the development of a positive tolerance attitude.

Transformation and Sustainability of Livelihoods in Muslim Families

From the perspective of classical scholars, the only things that constitute a livelihood are clothes, food, and lodging. According to traditional scholars, the husband is not responsible for taking care of the family's health, education, or any essential needs except clothing, food, and shelter. Wives frequently demand goods that are not even primary needs, which causes complications. The implementation of a living is not in accordance with the notions of classical fiqh since of course how individuals see how to provide for themselves has changed through time. The implementation of maintenance in Islamic families in Indonesia and the causes that cause different maintenance implementations will be the main topics of this study. Therefore, this study aims to analyze the transformation of livelihood in Muslim families. Multiple case studies, also known as collective case studies, are used in this study. Primary and secondary data sources were used to gather the data. Data reduction, data presentation, and data verification were used in the data analysis process. According to the study's findings, although life was once thought of as a gift a husband gave to his wife and only addressed a few basic necessities, it is no longer the same. The findings of this study offer a notion of five changes in livelihood. Specifically, transformation and continuation of the definition of subsistence, transformation and continuation of subsistence customs, transformation and continuation of subsistence forms, and transformation and continuation of subsistence processes.

Exploring Cross-Cultural Teacher Perspectives on Student Engagement in Virtual Learning Environments During The COVID-19 Pandemic

The rapid transition to emergency remote teaching during the COVID-19 pandemic posed challenges for teachers, students, and higher education institutions, impacting students' learning and engagement in the learning process. Based on Self-Determination Theory, this paper employs a collective case study research methodology to examine teachers' strategies for supporting students' learning and engagement in virtual learning environments during emergency remote teaching in the pandemic era, with the goal of offering guidelines to assist teachers in fostering student learning and engagement in these virtual settings. The inductive thematic analysis of eight semi-structured interviews with teachers from Spain, Oman, Nigeria and Cambodia revealed some challenges faced by teachers in engaging their students in virtual environments and some teaching and support strategies that teachers adopted to enhance students’ engagement in virtual classrooms. The study synthesised a set of strategies for teachers in higher education to support students’ engagement and learning in online environments. Teachers’ autonomy, structure and involvement support strategies had a behavioural, emotional, cognitive, and agentic engagement on students’ learning process. The paper discussed limitations and future research endeavours in online teaching and learning and students’ engagement.

Beyond implementation: A collective case study exploring the conceptions and facilitators of sustainability in a quality improvement collaborative

Chronic Obstructive Pulmonary Disease (COPD) is a primary cause of adult hospitalizations and imposes substantial burdens on patients and healthcare systems. Initiatives that support providers and patients in addressing needs at each stage of this illness are needed. The INSPIRED COPD Outreach Program™ was introduced in 2010 in Halifax, Nova Scotia, Canada to improve care for those with advanced COPD. The huge success of the program led to its expansion to various contexts and geographic locations through a pan-Canadian quality improvement collaborative (QIC). Our study explored early elements of program planning and practice with an aim to understand factors that influence program sustainability. We evaluated the implementation process of 19 teams across Canada; post-collaborative team reports, focus groups, interviews and self-ratings of progress were collected from all teams. Analysis of data revealed three phases important to fostering sustainability (facilitating implementation, keeping the momentum, and securing sustainability) and each phase had unique supporting themes. Not surprisingly, teams that planned for sustainability early in the implementation process were more likely to successfully achieve program sustainability. However, teams also benefited more broadly from sustainability planning; this included being better able to plan for program spread as well as skill retention and knowledge transfer. This was also seen for quality improvement skills introduced early in the program that were more likely to be maintained and used through other contexts when sustainability planning was present. This study highlights that a QIC can be effective in not only influencing program sustainability but also beyond program implementation through improving knowledge and skill acquisition.

Pre-Service Mathematics Teachers Attention to Tasks Affordances While Analyzing and Designing Tasks

The objective of this collective case study is to comprehend how pre-service mathematics teachers (PMTs) attend to mathematical and pedagogical affordances in task analysis and how their attention reflects their original task-design. To achieve this, we acquired data from written reports analyzing their selected tasks, instructor notes, and the designed tasks of five PMTs over four phases. PMTs conducted an analysis of a task during Phase 1, revised their analysis in Phase 2, had the opportunity to observe a task implementation provided by the course instructor in Phase 3, and designed an original task during Phase 4. As a result of being prompted to identify the mathematical elements of the activities, PMTs described more mathematical and pedagogical aspects of the tasks. Based on the instructor's notes, PMTs have a belief that quality tasks require intricate procedures, leading to critical instructional phases being overlooked during implementation. Furthermore, the PMTs, who paid attention to the instructional questions, appropriately designed tasks with a higher level of cognitive demand. Therefore, PMTs require assistance in evaluating and designing original tasks with regards to their mathematical and pedagogical elements.