Instrumental Case Research Articles

Developing students' scientific competencies using the school's environmental context in rural and semi-rural settings

The study implemented a didactic proposal to develop Scientific Competencies in secondary students from rural and semi-rural contexts by leveraging the school's environmental surroundings. Using an instrumental case study methodology, progression hypotheses were established, revealing a sufficient correlation (0.32) in scientific competency development between two targeted students, as determined by Kendall's Tau-B. The research focused on two students deemed suitable by their teacher, with evidence analyzed to create a performance rubric that assessed competency development. The findings indicated that the teacher's ecology teaching model aligned with a level 2 progression based on specialized literature, leading to specific didactic recommendations. The study concluded that effectively incorporating constructs for developing scientific competencies requires teachers to adopt critical perspectives on the inconsistencies in the Colombian educational system, understand scientific competencies in an international context, and engage as reflective researchers. This approach is essential for fostering scientific competency development in the classroom.

Dotting the i’s and crossing the t’s: Operationalising a teaching and learning community of practice

Social theories of learning propose that communities serve as vital building blocks for knowledge sharing and construction (Bandura, 1977; Cobb, 1994). In essence, learning thrives when individuals congregate in a community where they exchange tacit knowledge and expose areas of ignorance (Wenger et al., 2002). Nevertheless, the process of cultivating a community of practice is not necessarily straightforward, as it requires meticulous planning and decision-making. This instrumental case study seeks to explicate the formation and development of a teaching and learning community of practice (T&L CoP) at a research-intensive university in Hong Kong. More specifically, it explores how the structural model of the community of practice – domain, community, and practice – are applied and manifested. Multiple sources of documents, including a project proposal, a project website, a project progress report and archival records, were analysed using deductive thematic analysis. The results reveal that the T&L CoP is constitutive of an overarching domain of teaching and learning, within which ten special interest groups are formed. The T&L CoP also bring together 150 professoriate and professional staff from across eight faculties. The community facilitates knowledge exchange through periodic professional development workshops and materials as well as sharing sessions that highlight exemplary teaching practice. The study concludes by discussing three fundamental questions regarding the operationalisation of a CoP, in terms of expansion, retention, as well as sustainability, and argues that the T&L CoP helps cultivate members’ social capital through improved networks and visibility among the teaching and learning community.

Technology-Driven Intergenerational Physical Activity Intervention: An Instrumental Case Study

Intergenerational contact offers an under-explored strategic approach to challenging age stereotypes and positively influencing health behaviors in older adults and children. It is postulated that through the application of the constructs of Contact Theory, an effective platform for change could be established. Using an instrumental case study, the experiential effects of the intergenerational contact phenomenon were pragmatically explored from the perspective of a single familial dyad (61-year-old woman; 9-year-old boy). Semi-structured interviews were conducted with each participant, both during and following engagement with a remote, 12-week, technology-driven physical activity intervention focused on using daily step counts (acquired via any activity of their choice, using physical activity trackers) to collaboratively complete virtual walk routes during the COVID-19 pandemic. Through reflexive thematic analysis and interpretation of the data in line with the study’s aim and propositions, four core themes were identified: Reciprocal Encounter; Opportunity for Reflection and Re-evaluation; Platform for Change; and COVID-19. In addition to the perceived positive effects on targeted health outcomes (physical activity, sedentary behavior, health-related quality of life), facilitating intergenerational contact through virtual methods could also, through opportunities to nurture and build relationships, challenge age stereotypes.

Mathematical Work of a Future Teacher in Teaching the Box Plot Diagram

Objective: The study aims to characterize the teaching proposals of the future Mathematics teacher in the context of their practical training in the final year of their university studies. Theoretical Framework: To achieve this, we consider the theory of Mathematical Workspaces, which allows for the analysis of both the mathematical activity that an individual engages in while solving a mathematical task, and the activity that is promoted during teaching. Method: A qualitative methodology is adopted through the design of an instrumental case study. The case pertains to a future teacher conducting a class on constructing a box plot. This class was observed and transcribed for analysis in light of the proposed mathematical work. Results and Discussion: The mathematical work exhibited by the future teacher includes a strong semiotic component and the use of non-material artifacts for quartile calculations. Students' prior knowledge is utilized in this context, with procedural aspects taking precedence over statistical thinking. Implications of the Research: The study raises concerns about the statistical education of mathematics teachers and its impact on future teaching proposals. Originality/Value: This research contributes to the study of statistics and initial teacher training in their influence on the future practices of Mathematics teachers. It provides a characterization of the mathematical work promoted by a future teacher and offers insights into concerns regarding the development of statistical thinking.

Lived Experiences of Diversity, Equity, and Inclusion Leaders in U.S. Music Education Professional Associations

Abstract Music education professional associations (MEPAs) are membership-based nonprofit organizations focused on advancing music education through actions including professional development, policy work, and advocacy. In this instrumental case study, we interviewed diversity, equity, and inclusion (DEI) leaders from MEPAs in the United States (N = 16) to elicit self-reports of their leadership experiences. Participants identified the deep, personal work involved in enacting and sustaining DEI efforts. They reported experiences of harm in DEI work and described progress toward liberation for people of color as a slow, exhausting slog. Participants’ responses also indicated movement toward intersectional approaches to equity and justice. MEPA DEI leader experiences have important implications for advancing equity and justice in music education, including the need for MEPA leadership to consider ways institutional logics create harm and take steps to support and uplift people who are striving for equity and justice within the organizations, including through compensation, solidarity, and structural changes.

“In my blood”: External factors for international stem postdoctoral scholars’ career decisions

This instrumental case study (Stake, 1995) explores the external factors that influence international science, technology, engineering, and mathematics (STEM) postdoctoral scholars in the United States to pursue a career in STEM. Interviews with 20 international STEM postdoctoral scholars were analyzed deductively to shed light on their unique backgrounds and experiences. Three themes emerged: (a) parents were highly encouraging, (b) a love of science was nurtured in school, and (c) they were eager to engage in and promote scientific innovation. These findings illustrate the ways in which family, schools, and community influence the STEM career trajectories of international postdoctoral scholars.

Enhancing Transformative Competencies through the Internalization of Religious Moderation: A Vision for Islamic Boarding School's Educational Framework in 2030

Extremism, radicalism, hate speech, and even the rupture of inter-religious ties, are problems facing the Indonesian nation today. Al-Hikam as one of the boarding schools able to survive in those problems, by encouraging religious moderation. This study aims to explore the process of internalizing the value of religious moderation in Al-Hikam Islamic boarding schools and analyze the realization of transformative competencies in the process. An instrumental case study design was chosen for this research. Observation and in-depth interviews were conducted to obtain data. The results showed that there were 3 models of value transformation, verbal, symbolic, and written. The methods of imparting values are carried out in two ways, namely providing standardized sources of accurate information and structured practices through pesantren programs and activities. The internalization process is formed through joint service activities involving various elements of the moderation agency. This study arrived at the theoretical finding that maximizing the function of co-agency in pesantren consisting of the Kyai board, teachers, peer colleagues, and santri guardians at the transaction stage, is effectively facilitates the internalization of values by the agents (santri) of religious moderation obtained at the transformation stage into an inherent identity, namely moderate humans. This achieved identity also brings students to achieve transformative competencies: creating new values, reconciling tensions and dilemmas, and taking responsibility.

Task Selection and Implementation: An Account of Mathematics Teachers’ Values

Students achieve the goals of learning mathematics through carefully chosen, organized, and implemented tasks. This study examined teachers' arguments as reflections of their values regarding task selection and implementation. Specifically, it aimed to explore teachers' values in selecting mathematical tasks and how they carried out these tasks. Valsiner's Zone theory was employed as a theoretical framework to guide the research from a sociocultural perspective. To fulfil the research objectives, various qualitative data were collected and analyzed through instrumental case studies, primarily consisting of value clarification interviews and observations. Narratives from the interviews and observations were analyzed using the constant comparison method. The findings revealed that teachers have had distinct approaches when it comes to selecting and implementing mathematical tasks. One of the teachers in the study prioritized conceptual comprehension and emphasized the interconnectedness of mathematical concepts over procedural fluency. Conversely, another teacher focused on student engagement, participation, and practical application of mathematics, promoting active discussions, group work, and critical thinking among students. Therefore, the study underscored the significance of teachers clarifying their values to effectively teach mathematics and enhance student comprehension within the Ethiopian educational framework.

Enhancing Rural Science Education through School District–University Partnership

This instrumental case study describes the steps taken to establish and implement a university–school partnership to improve rural science teachers’ content knowledge and teaching practices and students’ achievement in elementary science and high school biology courses. Our research questions explored the impact of professional development and place-based learning on student outcomes, with the study’s methodology involving needs assessments, teacher training, and continuous support through modeling and coaching. The findings include gains in achievement and substantial gains in science education. The findings have implications for the design, implementation, and evaluation of university–school partnerships designed to build teachers’ capacity to deliver high-quality science education and improve student success in rural school districts.

Transformative Pathways: Implementing Intercultural Competence Development in Higher Education Using Kotter’s Change Model

This study explores the efficacy of Kotter’s eight-step change model in fostering intercultural competence among faculty and staff within a large Midwestern public university. Recognizing the need for intercultural development in higher education, this research applies a structured change framework coupled with the Intercultural Development Inventory (IDI) assessment tool to guide the change process. The development of intercultural competence among faculty and staff is crucial for creating inclusive learning environments, as they play a pivotal role in modeling intercultural competence and fostering students’ skills necessary to navigate an increasingly diverse and interconnected world. This study employs an instrumental case study design, utilizing interviews, document analysis, and Intercultural Development Inventory (IDI) assessments to examine the change process over a three-year period. The findings demonstrate how each step of Kotter’s model was successfully adapted to drive organizational change and enhance intercultural competence among 639 faculty and staff members across 11 departments in the College of Agriculture. This study highlights the importance of creating a shared vision, empowering stakeholders, and anchoring changes in the institution’s culture and emphasizes the pivotal role of structured change management in achieving substantive improvements in intercultural learning environments. The insights and strategies presented can serve as a foundation for other higher education institutions seeking to implement similar initiatives and foster inclusive learning environments.

Patient Safety Culture in Pre-Post Partum and Perinatology Units

Introduction: Effective patient safety practices in pre-post partum and perinatology units are crucial for ensuring high-quality care for mothers and children. These practices are expected to reduce maternal and child mortality rates, which remain significant. Patient safety implementation in hospitals depends largely on the patient safety culture within each institution. Objective: This study aimed to assess the application of patient safety culture in pre-post partum and perinatology wards. Methods: The research employed a mixed-methods approach with a sequential explanatory design. Quantitative data were gathered using the AHRQ (Agency for Health Research and Quality) questionnaire. Meanwhile, the qualitative research used an instrumental case study approach insights were derived from in-depth interviews with 52 nurses working in these units. Results: Results show an overall positive response rate of 67.8% across the 12 dimensions of patient safety culture, indicating satisfactory levels. The dimension with the highest positive response rate is teamwork at 38%, while openness had the lowest at 6%. Challenges in patient safety program implementation include lack of safety culture surveys, inadequate incident reporting systems, high blaming culture, lack of support, delayed case reporting, and financial constraints. Reporting, analysis, and evaluation are predominantly limited to internal hospital processes. Conclusion: The obstacles encountered in implementing a patient safety culture are the behavior of healthcare workers and the lack of optimal support from management. The recommendations given are the formation of a Patient Safety Committee, education about safety culture for healthcare workers, Monitoring and evaluation of the patient safety program that has been implemented.

Technology oriented, service intensive, transnational entrepreneurs' international target market strategies

This instrumental case study's objective is to understand the target market strategies of technology oriented, service intensive, transnational entrepreneurs (TEs). Existing studies featuring the merits of ‘concentration versus spreading’ target market strategies provide mixed findings, typically involving firms with product oriented as opposed to service intensive business models. Furthermore, prior research focuses on export-oriented owner-managers as opposed to TEs who have capabilities associated with being socially embedded across different countries. Interview data features the practices of 15 TEs, whose businesses involved information and knowledge-based solutions. Specifically, first generation UK-based South Asian immigrant entrepreneurs who are socially embedded in both their country of origin and country of settlement. Unique insights contribute to a microfoundational cultural perspective of business-to-business (B2B) practices, regarding a new generation of TEs, being relatively highly educated, experienced, and technologically oriented. New evidence builds on dated prior studies often featuring lower skilled and less experienced immigrant entrepreneurs in low-tech, service-oriented sectors. The choice of TEs' target market strategy is not necessarily binary in nature, whereby the importance of decision-makers possessing the ability to pivot strategies is evidenced. To varying degrees, certain TEs employ an ambidextrous approach, concentrating on key markets and entering/exiting others perceived as peripheral.

Variegated racism: exploring experiences of anti-Black racism and their progression in medical education.

Addressing anti-Black racism in medical education in Canada has become increasingly urgent as more Black learners enter medical institutions and bring attention to the racist harms they face. We sought to gather evidence of experiences of racism among Black medical learners and to explore the contexts within which racism is experienced by learners. Drawing on critical race and structural violence theories, we conducted interviews with Black medical faculty, students, residents, and staff at the University of Saskatchewan College of Medicine between May and July 2022. We thematically analyzed interviews using instrumental case study methodology. Thematic analyses from 13 interviews revealed 5 central themes describing experiences of racism and the compounding nature of racist exposures as learners progressed in medicine. Medical learners experienced racism through uncomfortable encounters and microaggressions. Blatant acts of racism were instances where patients and superiors harmed students in various ways, including through use of the N-word by a superior in 1 instance. Learners also experienced curricular racism through the absence of the Black body in the curriculum and the undue pathologizing of Blackness. Medical hierarchies reinforced anti-Black racism by undermining accountability and protecting powerful perpetrators. Finally, Black women medical learners identified intersecting oppressions and misogynoir that compounded their experience of racism. We propose that experiences of racism may worsen as learners progress in medicine in part because of increases in the sources of and exposure to racism. Anti-Black racism in medical education in Canada is experienced subtly through microaggressions or blatantly from different sources including medical faculty. As Black learners progress in medicine, anti-Black racism may become worse because of the compounding effects of exposures to a wider range of sources of racist behaviour.

Student-teachers’ professional agency development through ADDIE model of CALL teacher preparation

Developing teachers’ professional agency through standard models of instructional designs is critical in helping them deal with the barriers in designing and implementing online learning environments. Therefore, the purpose of this study was to explore the role of an ADDIE (Analysis–Design–Development–Implementation–Evaluation) model of the computer-assisted language learning (CALL) teacher preparation program (TPP) in developing TEFL (teaching English as a foreign language) student-teachers’ professional agency (PA). We conducted an instrumental (exploratory) case study to explore the PA development of 18 TEFL student-teachers who took a CALL course that was designed based on ADDIE. The deductive thematic analysis of student-teachers’ autobiographical narratives, unstructured interviews, and course projects showed that each stage of ADDIE contributed to developing the dimensions of the PA. We concluded that the constructive role of the ADDIE model of CALL TPP in developing TEFL student-teachers’ PA might be due to ADDIE’s capability to construct a context for developing student-teachers’ dynamic capacity to tackle educational concerns and provide a context of playing different professional roles. The study bears implications for TEFL teacher educators to consider the action-based nature of PA when the ADDIE model is implemented.

Preservice teacher perceptions of instructional rounds

PurposeThe purpose of this qualitative instrumental case study was to determine the perceptions of preservice teachers (PSTs) on the effectiveness of instructional rounds as a clinical experience in promoting awareness of student diversity and supporting the acquisition of professional knowledge (Essential 2).Design/methodology/approachThe instructional rounds were implemented in a junior-level general pedagogy course prior to formal clinical experiences. Professional development school (PDS) personnel supported the course instructors by scheduling the classroom observations, supervising groups of PSTs and debriefing the PSTs after each observation (Essentials 4 and 8). The data were collected through an end-of-course survey of 18 secondary PSTs.FindingsThere were several themes that emerged from the analysis of data. First, the study revealed that PSTs credited the variety of campuses visited as supporting their awareness of student diversity and varied instructional strategies. Second, PSTs acknowledged that the instructional rounds supported their connection of theory to practice. Finally, over 70% of the participants noted that they most enjoyed in-person experiences in different classrooms to observe students and teachers in action.Research limitations/implicationsThe findings for this study were specific to the teacher preparation program (TPP) utilized for the research. Each TPP requires different coursework and clinical experiences; therefore, the inclusion of instructional rounds may not be possible in all programs. Yet, the implementation of the rounds as a PST experience prior to clinical experiences is a strategy to consider to support the preparation of PSTs for their clinical experiences.Originality/valueThis study supports the continuation of instructional rounds at the teacher preparation program where the research was conducted. This research also informs other TPPs that strive to provide early clinical experiences that support PSTs’ emerging perceptions of student diversity and applications of instructional knowledge.

Teachers’ mathematical work based on examples presented in the teaching of algebra in secondary education

Both international examination results and scientific evidence related to the teaching and learning of school algebra point to the necessity for analyzing mathematical practice in the classroom. In this context, we have formulated the research objective of characterizing the mathematical work that teachers favor based on the examples that they implement in the teaching of topics within the domain of secondary school algebra. To this end, this study is situated within the interpretive paradigm utilizing an instrumental collective case study approach. The study design entails the selection of two representative cases of mathematics teachers in Chilean schools, with the objective of understanding and describing their mathematical work in the secondary school classroom based on the examples they present. The results show that the first teacher utilizes varied examples that activate distinct forms of mathematical thinking, promoting the activation of both instrumental and discursive genesis. In contrast, the second teacher follows a more traditional approach, with the use of examples to illustrate and motivate, and a direct presentation of knowledge, activating primarily semiotic genesis, in which a transition between the numerical and the algebraic is lacking. Ultimately, the results highlight the importance of deeper consideration of the choice of examples in the teaching of algebra and how these examples can influence students’ learning. Furthermore, additional ideas are put forward for future work in this line of research associated with the use of examples in the classroom.

Harmed but Armed: Trajectories of Agenda Setting in the Struggles for Local Disability Regulation in East Java, Indonesia

ABSTRACT The empowerment dimension of global development has emerged as a catalyst in bridging the gap between disability issues and policy affairs. Within this context, agenda setting assumes a pivotal role as an essential practice in public policy, influencing the fabric of societal situations and shaping a wide array of public issues, agendas, and discourses. Drawing upon an instrumental case study approach, our research employs 23 semi-structured interviews to delve into the complexities of actors’ agenda setting processes. More specifically, we examine the challenges faced by individuals in leadership and managerial positions within the disability-affiliated realm, as they strive to advance their agendas for the formulation of local disability regulations in East Java, Indonesia. As our exploration unfolds, we uncover four stumbling trajectories of these actors during their agenda-setting process, where these challenges reflect the ‘human’ power to progress from struggles to success. These findings not only deepen our understanding of agenda setting in the Indonesian context but also provide valuable insights for the development of context-specific typologies and attributes related to agenda setting in this distinctive setting.

Efficacy Testing of the Comprehensive Institutional Model (CIM) using Design-based Research: Instrumental Case Study

COVID-19 was a “black swan” event that forever altered higher education’s adult teaching and learning landscape by requiring a pathway shift in institutional resources to meet student and faculty support needs for academic success and institutional sustainability. Over the last two years, thousands of scholarly articles have been published about the challenges that higher education institutions (HEIs) faced during COVID-19 and their lasting impact on student learning, faculty engagement, and institutional operations in the post-COVID environment. Many researchers offer strategies and guidance to help address the challenges; however, research is limited to testing these strategies and proposed models designed to mitigate the challenges and manage such a crisis in the future. The proposed study will help close this gap by assessing the efficacy of the Comprehensive Institutional Model (CIM), developed based on the findings of Perceptions of Online Strategies and Digital Readiness in the COVID-19 Environment: An Instrumental Case Study by McCray et al. [19]. The CIM aims to provide HEIs with a model to support Hy-flex learning environments to ensure readiness for new emergencies and the aftermath of a “new normal” in higher education. The model organizes how aligning administrators, faculty, and graduate students impacts effective Hy-flex teaching and learning environments. Design-Based Research (DBR) will be used to systematically collect and analyze evidence-based testing results of the CIM across three iterations.

Intaka Workshop: Innovation, Research, Interdisciplinarity, And Interculturality With The Taptana Cañari - A Novel Approach to Education

Objective: This article To analyze the relevance of the INTAKA Workshop in strengthening cultural identity and preparing students for the challenges of the 21st century. Theoretical Framework: The Ecuadorian Curriculum of 2016 seeks to integrate interculturality, innovation, and ancestral knowledge into education. However, traditional approaches still predominate. Method: An instrumental case study was applied to the 44 participants of the workshop. A qualitative questionnaire with open-ended questions was applied, and a content analysis was carried out. Results and Discussion: The results showed that the INTAKA Workshop promotes interdisciplinary and intercultural learning through practical activities with the Taptana Cañari, an ancestral mathematical tool. It fosters critical thinking and social responsibility. Participants positively evaluated the experience and highlighted its impact on learning and cultural identity. In the discussion, the results supported the relevance of the INTAKA Workshop as an innovative alternative to overcome the challenges of current education. Implications of the Research: It’s interdisciplinary, intercultural, and value-oriented approach has the potential to strengthen cultural identity, promote meaningful learning, and prepare students for the 21st century. Originality/Value: This study contributes to the educational literature by presenting the INTAKA Workshop as an unprecedented pedagogical initiative that integrates Cañari cultural richness with interdisciplinary learning. This study presents an innovative proposal to strengthen cultural identity and prepare 21st-century students, using the Taptana Cañari as a teaching tool and promoting vlues such as solidarity.

Attachment in the Context of Early Years Pedagogical Practice: Early Childhood Educator and Director Insights

Given that early childhood education and care is relationship laden, research into attachment can contribute towards our understanding of early childhood education relationships. There is, however, a lack of research in this field and available research is largely absent of the voices of early childhood professionals and directors who work in early years environments. On these grounds a qualitative instrumental case study, nested in a social constructivist paradigm, was designed in Ontario, Canada, to gain insight into how attachment is (dis)embodied in their practice. The ten interviews that informed findings suggest that although attachment merges with practice, reluctance exists to intentionally embrace attachment theorizing and terminology. Instead, attachment is cloaked in care and love discourse, with "two-sided" inclinations. Participants of this study compel pre and in-service organizations to fortify their training to ensure that pedagogical approaches espouse the cornerstones of attachment theory and terminology, most notably to counter attachment (mis)understandings. Findings furthermore point to the intersectionality between the personal attachment history of professionals who work with young children, and their capacity to nurture security in their pedagogical practice.