Descriptive Multiple Case Study Research Articles

Perspectives on Inclusion in Physical Education From Faculty and Students at Three Physical Education Teacher Education Programs in Chile

Discourse about, and the preparation of teachers regarding, the inclusion of all students has been lacking in Latin America broadly, including Chile. The purpose of this study was to examine the perspectives of physical education teacher education (PETE) faculty members and undergraduate students on inclusion and social justice in Chile. Grounded in social constructionism, the research design of this qualitative inquiry was descriptive multiple case study. The 16 participants were PETE faculty—that is, two assistant professors and one adjunct faculty member (n = 3) and three heads of programs (n = 3)—as well as undergraduate students (n = 10) across three PETE programs in Chile. The primary data sources were 12 individual semistructured interviews with heads of the program and faculty and three focus group interviews with undergraduate students across programs. The qualitative data were analyzed using thematic analysis to draw on different themes capturing the perspectives on inclusion and social justice within the Chilean physical education curriculum. Findings were presented through themes and subthemes across PETE programs. Three major discussion themes are presented: (a) disability framed within a deficit model, (b) inclusion as an adapted pedagogical practice, and (c) inclusion as a rights-based model for equality of opportunities. We conclude, analytically, that a lack of critical critique of the deficit model of disability, adapted pedagogical practices alone, and sameness manifests forms of marginalization to students with disabilities in physical education.

Recruitment overhaul of Black athletes in college sport

ABSTRACT The purpose of this study was to examine the recruitment and retention efforts of Black college athletes in football, women’s basketball and men’s basketball by white head coaches at historically white institutions (HWI). This study employed Critical Race Theory (CRT) and the educational tenets of: (1) racism; (2) interest convergence; (3) social construction; (4) differential racialization; (5) intersectionality/anti-essentialism; and (6) unique voice/counter storytelling [Bell, D. (1995). Who's afraid of critical race theory? University of Illinois Law Review, 1995, 893–910; Delgado, R., & Stefancic, J. (2001). Critical race theory: An introduction. New York University Press; Ladson-Billings, G. (2013). Critical race theory: What it is not!. In M. L. Editor, & A. D. Editors (Eds.), The handbook of critical race theory in education (pp. 34–47). Routledge Handbooks Online; Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23–44]. A descriptive multiple case study [Stake, R. (1995). The art of case study research. Sage Publications, Inc.] was designed, and semi-structured interviews were carried out with seven male and three female former college athletes from a Power 5 institution. This study gathered common themes related to former athletes’ intersection of race and gender. The theme of race produced the following subthemes: (1) representation, (2) assimilation, (3) academics and (4) community. Furthermore, the theme of gender produced greater insight in the subtheme of (1) intersectionality. Through the aforementioned themes, the researchers call for a complete overhaul of the current practices of recruiting Black college athletes at HWIs through established offices comprised of researchers and practitioners well versed in providing resources and support for students on and beyond the campus environment.

Teaching Writing in English in Public Secondary Schools

This paper presents the findings of a descriptive multiple case study carried out with six teachers of English in five public secondary schools in a city in northwestern Mexico aimed to determine how writing was taught. A mixed methods approach was followed with an embedded design in which qualitative data had increased weight and quantitative data was supportive. Qualitative data were collected through an interview guide approach, non-participant observation, and qualitative document analysis, while quantitative supporting data were collected using structured observation and quantitative document analysis. In the qualitative analysis, four themes emerged: 1) writing activities, 2) resources, 3) assessment, and 4) frequency of work on writing. Results suggest that writing activities in which students are required to write one word, a phrase or a sentence predominate. Also, findings show that paper-based resources for writing tasks are frequently used. Qualitative results suggest that written exams, word dictation and class projects were assessment practices assigned by teachers; besides, findings suggest that the writing activities are form-driven rather than meaningdriven. The relevance of this research is that findings might provide the basis for designing quantitative studies in this context that allow for generalizations.

Challenges of Using Social Media as a Teaching Tool in Secondary Schools

The COVID-19 pandemic resulted in a significant shift towards the use of social media platforms to support teaching with educators being responsible for integrating social media into their pedagogical practices. Yet its use has many challenges. This research aimed to describe the challenges secondary school teachers shared about using social media as a teaching tool. This descriptive multiple case study followed an interpretive, inductive, and qualitative approach. Four secondary schools were selected as cases and teachers who used social media as a teaching tool were interviewed. Multiple challenges are described that impact teachers and students. Many are due to the features of social media, and some are due to school infrastructure and policies. Practically this research can help teachers have a better understanding of these challenges before using social media for their own teaching. Policies, curricula, applications, and pedagogies can also be adapted and changed based on the finding of this research.

EXPLORING TEACHERS’ VIEWS ON THE PEDAGOGY OF WRITING SKILLS IN ENGLISH FIRST ADDITIONAL LANGUAGE

English writing proficiency in First Additional Language amongst Intermediate Phase learners has not reached satisfactory levels in South African schools. The aim of this paper was to explore teachers’ views on the teaching of writing skills in English First Additional Language specifically of grade 4 learners. The study sought to ascertain strategies used by teachers in teaching writing skills in selected EFAL grade 4 classrooms in uMkhanyakude District in the KwaZulu Natal province. A descriptive multiple case study design was adopted for this paper. Qualitative approach through semi-structured interviews and classroom observation were adopted, interpretive paradigm, purposive sampling, and thematic analysis were used. Findings revealed that teachers use various teaching strategies depending on the type of writing genre taught, needs of their learners, availability of resources and their context. Findings also indicated that teachers face challenges when teaching writing, they lack pedagogical knowledge on how to effectively teach writing and the support received is inadequate to enhance their pedagogy of writing skills especially for English First Additional Language. The paper concludes that there is a need for significant improvement on specific content and pedagogical knowledge that teachers possess to teach writing. Thus, this paper provides recommendations which emphasises the improvement of Initial Teacher Education in the writing domain by specifying the content and pedagogical knowledge to be taught, and ensuring adequate time dedicated to writing and writing instruction. Therefore, the paper advocates towards deep knowledge and understanding on how teachers can use a variety of strategies in trying to reinforce teaching of writing skills.

‘Me hizo sentir como científica’: the expressed science identities of multilingual learners in high school biology classrooms

ABSTRACT To make sound science-related decisions in a global society, individuals must possess a science identity, or see themselves as capable of doing and understanding science. Science identity development begins in school-aged years, when multilingual students (MLs) are often marginalised in the classroom due to language challenges and low expectations placed on them. This descriptive multiple case study explores the science identities expressed by six US high school MLs in their biology classrooms. Data from semi structured interviews were analysed through qualitative coding methods. Secondary data sources included field notes from observations conducted in each student’s classroom six times during the school year. Results revealed that all MLs expressed science identity indicators, including feeling like a scientist, having a personal interest in science, and seeing science as related to their worlds. Other important identity indicators were not expressed among all students, such as views of themselves as ‘good’ science students, doing or using science outside of school, and career aspirations. Over half of MLs cited language as a direct barrier to their science identities. The study makes several contributions to the field of science education, which are detailed. Implications are presented for nurturing MLs’ science identities in the formal classroom.

Organização da atenção e vigilância em saúde na atenção primária frente à COVID-19 em municípios do Nordeste brasileiro

Abstract The aim of this study was to analyze the organization and development of primary health care and surveillance, including normative frameworks and the implementation of local health actions. Qualitative descriptive multiple-case study involving three municipalities in the state of Bahia. We conducted 75 interviews and a document analysis. The results were categorized into the following two dimensions: approach to the organization of the pandemic response; and development of care and surveillance actions at local level. Municipality 1 was found to have a well-defined concept of the integration of health and surveillance with a view to organizing team work processes. However, the municipality did not strengthen the technical capacity of health districts to support surveillance actions. In M2 and M3, delays in defining PHC as the entry point for the health system and the prioritization of a central telemonitoring service run by the municipal health surveillance department compounded the fragmentation of actions and meant that PHC services played only a limited role in the pandemic response. Clear policy and technical guidelines and adequate structural conditions are vital to ensure the effective reorganization of work processes and foster the development of permanent arrangements that strengthen intersectoral collaboration.

Second language learning designs in online adult education

Current approaches to assessing digital competence in education may be too broad to support teachers in developing their online learning designs in specific subjects. During the pandemic, studies have identified that the development of teaching practices (and subsequently their learning designs) has taken a leap. However, because digital cultures differ between schools, local approaches need to survey how their practices have developed and what emerging practices can become good examples for others. Using a descriptive multiple case (n = 20) study methodology with observations, interviews (n = 33), and a survey, 12 elements in second language online learning designs (LDs) that seemed to engage learners and support online learning were identified. Data were analysed using pattern matching and descriptive statistics. Post observation, teachers were asked to rate the importance of the ability to include the element and how difficult they perceived its implementation would be. A case overview was used to contrast the survey. Results reveal that the number of digital technologies has little to do with the complexity of designs, and teachers with relatively few digital resources can offer more complex LDs. While most teachers rated the elements suggested as easy, the observations did not support this. However, around 30% of the teachers rated at least seven important elements as difficult or very difficult and designing learning activities that stimulate engagement in nuanced ways was considered challenging. This paper proposes that, identifying local elements may be a suitable way forward to support professional development, as well as to reframe teachers’ digital practices post Covid-19.

Sustainability of Worker Co-Operatives

With the world of business often criticised for contributing to social and environmental damage, addressing sustainability has become necessary for virtually all business models, including co-operatives. This article investigates ways in which worker co-operatives can contribute to a more sustainable world, using the conceptual lens of Doughnut Economics (DE). It places enterprises, as a supporting pillar of our economies, at the intersection between meeting social needs and operating within planetary boundaries. A descriptive multiple case study of six worker co-operatives in the UK indicates that these enterprises contribute to sustainability primarily by embodying a mission of fulfilling the needs of workers and their communities, rather than just aiming for financial gains. Worker co-operatives are enterprises with highly generative design traits, distributive of the wealth they generate, and to some degree regenerative by design. Their strengths lie in learning capacity and distributive values that contribute to social sustainability. The implications of the study are demonstrated in the use of the DE model for addressing sustainability in the studied worker co-operatives. This article contributes to the body of knowledge on sustainability in worker co-operatives as a relatively less researched form of co-operative organisation, employing DE as a holistic framework which so far has been seldom used in business research.

PTSD Symptoms and Dementia in Older Veterans Who are Living in Long-Term Care.

Co-occurring posttraumatic stress disorder symptoms and dementia can result in increased symptoms, such as suspicion, aggression, and nightmares in Veterans that can be difficult to manage in long-term care environments. The objective of the study was to explore how the co-occurrence of posttraumatic stress disorder symptoms and dementia are understood in Canadian Veterans who are living in long-term care. A descriptive multiple case study was conducted in two Veteran long-term care facilities in Canada. Data collection consisted of semi-structured interviews with Veterans, their family caregivers, and health care providers, non-participant observation, and a chart audit. Three major themes emerged relating to symptom expression and care approach: a) symptoms are the same but different; b) differences in the complexity of care; and c) added dimensions involved in care. The results of this study contribute foundational information about co-occurring posttraumatic and dementia symptoms that can inform policy, care approaches, and potential interventions.

A Comparative Study on the Techniques, Tools and Materials for Indigenous Weaving in Ghana

Strip woven fabrics such as kente, kete and smock have continued to be precious cloths that promote the cultural heritage of the people in Ghana. These fabrics were originally woven for the royals, chiefs and special individuals in the society for specific events, but are currently being used by people from all walks of life for different purposes. Recent studies majored their investigation on the history and symbolism of indigenous fabrics, with little or no information on the distinguishing elements in the materials, tools, equipment and techniques employed across the communities engaged in the craft. This study seeks to unearth these differences and the similarities, all in a bid to deepen appreciation of the cultural value of these cloths. A descriptive multiple case study was conducted in Agotime-Kpetoe, Agbozume, Daboya and Bonwire which aided in gathering and analyzing field data. Field reports revealed that synthetic yarns are commonly used by Asante and Ewe weavers to produce the traditional cloth while weavers in Daboya use both synthetic yarns and indigo-dyed cotton yarns. The type of loom and the number of heald shafts determine the simplicity or complexity of weaves produced in Agotime-Kpetoe, Agbozume and Bonwire. There is no doubt that weaving activity and the resultant fabric continue to not only serve as a major source of income and employment for many but significantly maintain their unique relevance for many weavers and patrons. It is therefore worthy of whatever support and promotion it can enjoy from stakeholders. Further research studies and organized festivals are encouraged to document and exhibit the traditional cloth, materials and processes, a situation that is significant in preserving the philosophy and culture of the people.

Business Model Innovation for Circular Economy in Fashion Industry: A Startups' Perspective

Circular Economy (CE) has emerged as a potential strategy for developing business practices based on sustainability concerns, especially in the fashion industry, which presents high environmental and social impacts. Startups are responsible for introducing innovations in business conduction toward CE. As a current theme, research on Business Model Innovation for Circular Economy (BMI4CE) has increased. However, empirical research in the fashion industry and startups is still scarce. This paper aimed to identify the key elements of startups' BMI4CEs, using the fashion industry as the context of the study. We conducted an exploratory and descriptive multiple case study composed of ten early-stage fashion startups from Europe, North America, and Asia. The findings suggest that environmental and economic sustainability dimensions receive priority in the analyzed BMI4CEs. On business type, we found differences between product-based and service-based Business Models (BMs). The Business Models Innovations (BMIs) were based mainly on CE principles of closed-loop and reducing material use and consumption. BMs focus on CE strategies of product reuse and extend resource time by lowering consumption and material use. Findings also demonstrate the role of emerging and digital technologies (e.g., blockchain and artificial intelligence) for BMI4CEs effectiveness. We developed five propositions and a theoretical framework from a triple bottom line perspective. This research highlights new theoretical perspectives under an investigation area still little explored in the literature. Results enable fashion startup managers to understand better the functioning of BMI4CEs and the critical elements needed for their effectiveness.

Perspectives of teaching during the COVID-19 lockdown: a comparison of teaching in university bioscience programmes from around the world

ABSTRACT Background The novel coronavirus disease (COVID-19), first recognised in Wuhan City, China, has spread rapidly around the world. As a result, record numbers of students are not attending University due to temporary closures mandated by governments in an attempt to reduce the number of cases. The COVID-19 outbreak has created challenges for academics and students in the process of adapting to online teaching and learning. Purpose The aim of this study was to explore the experiences of bioscience academics during the COVID-19 pandemic in June 2020. Design and methods Perspectives from academics across eight countries (Brazil, Georgia, Indonesia, Nigeria, Saudi Arabia, Sri Lanka, UK and USA) were included giving a global insight into the phenomena. A descriptive multiple case study approach was used with each academic in their context as the case. Thematic content analysis was used to analyse data, which enabled themes to emerge. Results and Conclusions Three major themes emerged from the experiences of the participants: (1) teaching methods, (2) emotions, and (3) support networks. Our results suggest there have been both benefits and challenges to the change in teaching methods and this is reflected in similarities across the case studies. One key finding was that both students and staff need to be better trained to use online platforms, and adequate peer support and technical support must be given to improve program effectiveness. The results of this study have contributed new information on teaching and learning throughout the pandemic and can be used as a platform for further research and also as a reflection for those making high-level decisions in policy in education in these interesting times.

Domiciliary dentistry clinics: a multiple case study in the province of Quebec, Canada

BackgroundThe demand for more flexible and person-centered models of oral healthcare delivery is increasing and while mobile and domiciliary dental services have the potential to increase access to oral healthcare among dependent elderly and people with disabilities; the uptake of this service model by dentists remains low. Therefore, the aim of this study was to understand how existing domiciliary dental services operate within a particular context.MethodsWe used a qualitative descriptive multiple case study design. We studied three independent domiciliary dentistry clinics in the province of Quebec, Canada. We completed observations of 27 domiciliary visits, four of which were in private homes and the remaining 23 in LTCFs. We also conducted semi-structured interviews with dental professionals, patients, and caregivers. We performed a qualitative content analysis using a deductive/inductive coding framework.ResultsWe presented a detailed description of the physical and service features of the studied cases. Physical features included the set-up of the mobile clinics, the portable equipment used, and the domiciliary locations of visits. For service features, we described the roles, attitudes, and interactions among those involved on both the providers’ and recipients’ sides, as well as, the logistical and financial aspect of the domiciliary dental services.ConclusionsDespite variations in setup and years of practice, the three mobile clinics had similar physical and service features. They also faced common logistic challenges but were able to provide services and respond to the high demand for domiciliary dental services. Additional research in different contexts would further contribute to building evidence-based models to help increase the uptake of this type of practice by current and future dental professionals.

Physical Activity Measurement in Children Who Use Mobility Assistive Devices: Accelerometry and Global Positioning System.

To explore the usefulness of combining accelerometry, global positioning systems, and geographic information systems, to describe the time spent in different locations and physical activity (PA) duration/count levels by location for 4 children with cerebral palsy (CP) who use assistive devices (AD). A descriptive multiple-case study. Combining the 3 instruments was useful in describing and differentiating duration by location, and amount and location of PA across differing functional levels and AD. For example, the child classified with a Gross Motor Function Classification System (GMFCS) level II exhibited large amounts of PA in community settings. In contrast, the child classified with a GMFCS level V had small amounts of PA and spent most measured time at home. Combined accelerometry, global positioning system, and geographic information system have potential to capture time spent and amount/intensity of PA relative to locations within daily environments for children with CP who use AD.

Speaking like a scientist: A multiple case study on sketch and speak intervention to improve expository discourse.

This descriptive multiple case study examined the effects of a contextualized expository strategy intervention on supported and independent note-taking, verbal rehearsal, and reporting skills for three elementary students with language disorders. Two 9-year-old fourth grade students and one 11-year-old sixth grade student with language disorders participated. The intervention was delivered as sixteen individual 20-minute sessions across nine weeks by the school speech-language pathologist. Students learned to take written and pictographic notes from expository texts and use verbal formulation and rehearsal of individual sentences and whole reports in varied learning contexts. To explore both emergent and independent accomplishments, performance was examined in final intervention session presentations and pre/post intervention testing. Following the intervention, all three students effectively used notes and verbal rehearsal to prepare and present fluent, organized, accurate, confident oral reports to an audience. From pre- to post-test, the students showed a range of improvements in the quality of notes, use of verbal rehearsal, holistic quality of oral and written reporting, and strategy awareness. Sketch and Speak shows potential as an expository intervention for students who struggle with academic language learning. The results support further examination of this intervention for supported strategy use by younger students and independent use by older students.

Innovation in small family firms: A qualitative multipla case study

Family firms, accounting globally for the majority of companies, are the backbone of many national and local economies. Despite their importance as both employers and producers/service providers, research on these firms, analyzing their innovative behavior or comparing it with other forms of companies, has often been describing them as more conservative and less risk-raking, generating thus less innovation compared with other types of businesses. The goal of this study was to analyze the scope innovative activities in family owned companies on the basis of an empirical qualitative survey, founded on descriptive multiple-case study analysis of fifteen small, locally operating family owned firms in retail and service-industry, which have successfully survived 5 or more years in business. It used semi structured interviews with family owners and focused on identifying their attitudes to innovation as well as their skills to apply innovations of various types, important for their market competitiveness. The results of the survey, contrary to some earlier findings pointing to family firms ́ conservativeness, showed that these firms, due to their specific organizational culture, rely on innovations substantially, though the main focus of their innovations tends to be on product/technological changes as well as innovations in clients ́ relations.

Focus of Attention Verbalizations in Beginning Band: A Multiple Case Study

Although the effects of focus of attention (FOA) on the performance of gross motor skills are now well understood, less is known about the role of FOA in naturalistic classroom settings where learners are engaged in the ongoing acquisition and refinement of complex motor skills. The purpose of this study, the first of its kind, was to explore how music teachers focus learners’ attention on physical actions (internal focus) and on the effects of those actions (external focus). We recorded three experienced band directors teaching beginner classes (sixth graders) and completed a content analysis of video recordings to describe (a) teachers’ use of internally focused (IF) and externally focused (EF) verbalizations and (b) patterns among IF and EF verbalizations. These teachers most often directed student attention to internal aspects of performance, and they also paired IF and EF statements to clearly convey how those actions affect external outcomes. Although our descriptive multiple case study design precludes generalization, these data suggest possibilities for future studies that could explore relationships between teachers’ FOA verbalizations and skill development in music classrooms.

Community-Based System Dynamics for Mobilizing Communities to Advance School Health.

ABSTRACTBACKGROUNDFrameworks such as the WSCC model provide evidence‐based guidance for addressing school health at the school, district, and regional level. However, frameworks do not implement themselves; they require the mobilization and collaboration of stakeholders within communities and an understanding of the unique resources and barriers within each context. Furthermore, addressing school health presents a complex systems problem.METHODSCommunity‐based system dynamics (CBSD) is a participatory approach for engaging communities in understanding and changing complex systems. We used a descriptive multiple case study design to evaluate how and why CBSD was used as a tool for stakeholders to engage with the complexity of school health.RESULTSWe analyzed 3 cases to understand how these methods were used to enhance collaboration, analysis, and community action at multiple levels, including in 2 school districts, with a city‐wide stakeholder committee, and with a group of high school students.CONCLUSIONSCommunity‐based system dynamics presents a promising approach for building shared language and ownership among stakeholders, tailoring to local community contexts, and mobilizing stakeholders for action based on new system insights. We close with a discussion of unique opportunities and challenges of expanding the use of CBSD in the field of school health.

A Grammar of the Distinctive Competence Development at the Firm for the Solution of Systemic Problems

Competitiveness results from factors beyond the structural conditions and organizational boundaries, such as interorganizational cooperation. Evidence gathered in Brazilian credit unions suggests there is a social process in the firm for generating organizational capabilities and economic goods to satisfy needs defined by social structures in charge of solving market failures and structural deficiencies in the productive system. An exploratory and descriptive multiple case study with longitudinal qualitative data implemented using a systematic, computer-supported Process Tracing technique can refine a mathematical model of social phenomenon relying on a sequence of decision-making events of deterministic nature. Two case studies revealed that firms maintain relationships of cooperation and contribution with partners and structures in their organizational and environmental surroundings whenever their economic performance is constrained by competitive problems of systemic nature, for which there is no solution based on the mechanisms of market price and state intervention.