Instrumental Case Research Articles

“I never knew this was here”: White epiphanies, difficult history, and pedagogy

Teacher decision-making is a key component in teaching difficult history. In this instrumental case study, we examined how pre-service teachers (PSTs) encounter difficult history at a local historic site. The findings showed PSTs gained important difficult history content knowledge, yet the learning centered white racial epiphanies instead of the experiences of oppressed people highlighted in the local difficult histories we encountered. These findings prompted us to interrogate our teacher decision-making in planning and teaching local difficult histories. In this article, we extend the difficult history dialogue by examining how teacher decision-making allows or disrupts the centering of whiteness in difficult history pedagogy.

The Response of Higher-Achieving South African Learners from Poverty to an Extracurricular Mathematics-guided Problem-based Learning Programme

Problem-based learning (PBL) has the potential to enhance both cognitive and affective engagement but has been criticised for being unsuitable for learners with low levels of knowledge and skills, such as South African learners from poor backgrounds. In such cases, guided problem-based learning (GPBL), which includes direct instruction and teacher prompting, may be more effective. However, little is known about the extent to which GPBL can replicate the cognitive and affective benefits of PBL for such learners in the context of middle-school mathematics problem-solving. It is also not clear what the optimal granularity of teacher prompting should be within GPBL. To address these issues, this instrumental case study was conducted with 26 higher-achieving Grade 8 and 9 learners from schools serving poor communities. These learners participated in a GPBL week-long extracurricular holiday mathematics programme in which they were guided to use trigonometry to determine the maximum height reached by a water rocket. Data were collected through video recordings, field notes, written work, and audio-recorded group discussions, and were coded using the multidimensional problem-solving (MPS) framework to identify cognitive and affective behaviors. The learners’ affective responses suggested general positivity towards effortful problem-solving. Their cognitive responses suggested successful engagement in some, but not all, aspects of problem-solving. Although fine-grained prompting did not promote exploratory discussion, it was found to be necessary to guide productive mathematical activity. Medium-grained prompting, which did lead to exploratory discussion, did not appear to be directly productive, although it did appear to enhance learners’ receptivity to subsequent fine-grained prompting.

Assessment of Learning about Sustainability in Students with Down Syndrome

Assessment is an essential resource for guaranteeing quality education. In order for it to be effective, it must be continuous, formative and adapted to the characteristics of the individual student, so that it shows their abilities. Students with Down Syndrome benefit from these aspects, as they can demonstrate their achievements and difficulties in different ways. This article analyses these approaches and brings together the suggestions of 14 experts, in the field of education for students with Down Syndrome, from three different countries, 5 members of Belgium and Spain, and 4 members of Ireland. Through the instrumental case study and focus discussions of the experts, using the Delphi method, a series of basic aspects are established on the most appropriate methods and evaluation tools for the target group. In the analysis the experts agreed on three key aspects (with scores of three out of three): maintaining high expectations of students' potential, encouraging self-evaluation, and enabling students controlling their own learning process. The group of experts proposes the use of a learning register or portfolio as a method of assessment for students with Down Syndrome.

STEAM education with young learners: five different design processes

ABSTRACT The Science, Technology, Engineering, Arts and Mathematics (STEAM) approach has a variety of benefits for all children as it triggers multiple senses through hands-on activities, experiential learning, exploration opportunities on different scientific topics, and various tools and materials. Five STEAM activities were designed and implemented with fifteen 60–72-month-old children over a five-week period. Each activity required children to make their own designs to create their product, and was prepared to emphasize a particular feature of STEAM education. Instrumental case study was utilized in this study. It was observed that children engage more and spend more time, demand additional materials and use their imagination to design more creative and various products in STEAM activities.

Street vendors and power relations among actors: process of place making in Borobudur food and craft market

PurposeExisting literature shows conflicting views regarding street vendors in a place. They are considered both positive and negative. Their existence has rarely been examined from a combination of place-making and power theories. This research aimed (a) to identify the actors who transform Borobudur Food and Craft Market and the sources of power and actions carried out by these actors and (b) to find out the views of other actors about street vendors.Design/methodology/approachThe design used in this study was an instrumental case study. The data were collected using semi-structured interviews and photo documentation. The sampling technique used was purposive sampling with several participants of as many as 12 persons consisting of 4 street vendors, 4 employees of the state-owned enterprise in charge of the Borobudur tourist site and 4 tourists. The data were analyzed through two-phased coding. To improve the credibility, participant validation was conducted.FindingsThis study made new findings. First, in a place, there are formal and informal place-making actors who transform the place with the sources of power they have and the acts of power they carry out. Both formal and informal actors can perform coercive and noncoercive acts of power. This shows the existence of contested power in a setting. Second, street vendors are viewed positively as well as negatively. Comprehensive policies need to be implemented by key actors to minimize the negative sides of the existence of street vendors and optimize the benefits from them.Research limitations/implicationsData collection was carried out when the Indonesian government implemented restrictions on public activities during the pandemic. At that time, tourism activities were very limited. In the future, researchers can use other techniques such as the self-report visual method because not all street vendors are fluent in expressing their opinions in interviews.Practical implicationsBoth central and regional governments and local stakeholders can synergistically carry out a dialogue, seeking common ground to accommodate each other's interests. The next steps are to consistently apply the policies resulting from the dialogue and ensure that each actor plays a role according to their respective portion and authority.Originality/valuePrevious studies typically explain power as the possession of resources and relational attributes. This study has taken a different point of view, namely about acts of power contested in a certain place. Actors who have power are not always those who have formal legitimacy. Informal parties are considered powerless despite having power.

Stakeholders’ Perceptions of Developing and Sustaining School–University Partnerships: A Multiple Case Study

The purpose of this instrumental multiple case study was to examine and compare five inservice music teachers’ and one administrator’s perceptions of three school–university partnership programs, in various stages of development, across one semester. Data sources included participants’ observation notes, researchers’ field notes, and individual semi-structured interviews. The following themes emerged from the data: (a) benefits of reinforcement, (b) benefits of promoting best practice and research, (c) challenges of navigating multiple teachers, (d) challenges of time management, and (e) observed differences between partnerships. Participants offered the following suggestions to implement and sustain successful partnerships: (a) preservice music educator preparation, including preparation in music planning, responsive teaching, and developing student connections, and (b) logistics, including increased communication, understanding all aspects of full-time music teaching, and expanding the number of visits. Implications for practice include engaging stakeholders in equal planning, reflection, and evaluation to create mutually beneficial partnership experiences.

Toward a framework for visual nomen

PurposeThrough examination of the Library Reference Model (LRM) specifications for nomen and the potential challenges visual nomen might present for their description and use in information systems, the purpose of this study was to investigate two questions: (1) how do nonlinguistic or nonalphanumeric signs or symbols act as nomen to identify entities? and (2) what details or attributes are relevant to describe and classify such nomen to integrate them into information systems?Design/methodology/approachThis research was built on an exploratory, qualitative instrumental case study design using multiple (or comparative) cases. Using the International Federation of Library Associations and Institutions LRM conceptualization of nomen as the basis, this research explored the similarities and differences between the LRM definition, its attributes and the use of nonlinguistic and nonalphanumeric “strings” for visual nomen to represent a res, moving iteratively between the LRM documentation, visual nomen identified in previous research and additional examples. This study used a constant comparative method to conduct a structured, focused comparison across different cases found in the source survey.FindingsA close review of the history of the development of the nomen entity was made to understand the semiotic relationship between entities and their symbolic representation, how those symbols are then reified to be further classified and described and how such definitions in the LRM offer a path forward for better understanding the role and function of visual nomen. Based on the foundation of the nomen entity and its attributes established in the LRM, this research then looked at visual representations of concepts and entities to suggest a nascent framework for describing aspects of visual nomen which may be relevant to their use and applicationOriginality/valueThis exploratory study of the use of supralinguistic ways of referencing entities delineates novel insights into a potential framework for describing and using visual nomen as a way of labeling or naming entities represented in information systems. By examining the specifications of the nomen entity and its attributes as delineated by the LRM, this study reinforces the applicability of LRM-defined attributes in the use of visual nomen in addition to offering other attributes or dimensions.

Employing Large Language Models for Surgical Education: An In-depth Analysis of ChatGPT-4

Background: The growing interest in artificial intelligence (AI) has spurred an increase in the availability of Large Language Models (LLMs) in surgical education. These LLMs hold the potential to augment medical curricula for future healthcare professionals, facilitating engagement in remote learning experiences, and assisting in personalised student feedback. Objectives: To evaluate the ability of LLMs to assist junior doctors in providing advice for common ward-based surgical scenarios with increasing complexity. Methods: Utilising an instrumental case study approach, this study explored the potential of LLMs by comparing the responses of the ChatGPT-4, BingAI and BARD. LLMs were prompted by 3 common ward-based surgical scenarios and tasked with assisting junior doctors in clinical decision-making. The outputs were assessed by a panel of two senior surgeons with extensive experience in AI and education, qualitatively utilising a Likert scale on their accuracy, safety, and effectiveness to determine their viability as a synergistic tool in surgical education. A quantitative assessment of their reliability and readability was conducted using the DISCERN score and a set of reading scores, including the Flesch Reading Ease Score, Flesch-Kincaid Grade Level, and Coleman-Liau index. Results: BARD proved superior in readability, with Flesch Reading Ease Score 50.13 (± 5.00), Flesch-Kincaid Grade Level 9.33 (± 0.76), and Coleman-Liau index 11.67 (± 0.58). ChatGPT-4 outperformed BARD and BingAI, with the highest DISCERN score of 71.7 (± 2.52). Using a Likert scale-based framework, the surgical expert panel further affirmed that the advice provided by the ChatGPT-4 was suitable and safe for first-year interns and residents. A t-test showed statistical significance in reliability among all three AIs (P < 0.05) and readability only between the ChatGPT-4 and BARD. This study underscores the potential for LLM integration in surgical education, particularly ChatGPT, in the provision of reliable and accurate information. Conclusions: This study highlighted the potential of LLM, specifically ChatGPT-4, as a valuable educational resource for junior doctors. The findings are limited by the potential of non-generalizability of the use of junior doctors' simulated scenarios. Future work should aim to optimise learning experiences and better support surgical trainees. Particular attention should be paid to addressing the longitudinal impact of LLMs, refining AI models, validating AI content, and exploring technological amalgamations for improved outcomes.

Teachers´ Reflective Experience Through Classroom Video Observation

<p style="text-align: justify;">During the pandemic, online classes were held around the world, which facilitated access to observe teaching practices. This is a relevant experience, since there are few reflective instances in schools, even though public education policy emphasizes reflective practice in the professional development of teachers. In this regard, the observation of videos shows high reflective potential, helping to problematize and analyze teaching. This research sought to describe the functions and experience of classroom video observation with a reflective approach of teachers from four educational schools in the city of Concepción, Chile. The approach was interpretative, an instrumental case study design, with nine participants, selected by a maximum variation sampling and safeguarding ethical criteria. In-depth interviews were conducted and subjected to content analysis. The results showed three functions of the video observation, one instrumental and two others of reflective approach. In addition, the video observation was recognized as a reflective experience that facilitates the reconsidering of teaching performance, renewing practices, and developing reflective habits; also, facilitating and hindering elements were found in the video observation. It is concluded that the functions and experience of video observation could improve and professionalize teaching, based on the awareness and understanding of practice.</p>

Exploring perceptions of factors aiding the development of critical thinking in adult dysphagia: A study among fourth-year speech-language pathology students.

The assessment and management of adult dysphagia in South Africa is complex as appropriate intervention requires a balance of theoretical knowledge and critical thinking to ensure service delivery is appropriate within a resource-constrained health care system. Critical thinking involves the skilful evaluation of information to make informed decisions for effective assessment and intervention. It is imperative for Speech-Language Pathologists (SLPs) to cultivate these skills from an early stage in their careers. This study therefore aims to investigate the factors perceived to enhance critical thinking to shed light on how students transition theory into clinical decision-making. This is vital to inform future practice in the realm of dysphagia and to enhance Speech Therapy education. A qualitative research design was utilised to identify what facilitators assist SLP students to develop critical thinking skills in adult dysphagia. Data were gathered from students across three universities. Fifteen participants answered a self-developed online survey, and of those, four participated in a follow-up focus group. The data were analysed using a top-down approach and reflexive thematic analysis. The results revealed that viewing videos on instrumental assessment measures, case studies and peer learning were perceived to expand critical thinking theoretically. Similarly, critical thinking was best supported in clinical contexts, which provided opportunities to observe expert clinicians at the bedside, obtain individual feedback and access supervision. The findings yielded recommendations for clinical educators involved in dysphagia training. This is necessary to better prepare SLP students to provide contextually relevant and responsive dysphagia services.

Competence committees decision-making; an interplay of data, group orientation, and intangible impressions

BackgroundThe implementation of competency-based medical education and utilization of competence committees (CC) represents a paradigm shift in residency education. This qualitative study aimed to explore the methods used by two operational CC and their members to make decisions about progression and competence of their residents.MethodsAn instrumental case study methodology was used to study the CC of two postgraduate training programs. Transcripts from observed CC meetings, member interviews, and guiding documents were analyzed using a constructivist grounded theory approach to reveal themes explaining the decision-making process.ResultsOur study found that the CC followed a process that began within a social decision schema model and evolved to a discussion that invoked social influence theory, shared mental models, and social judgment scheme to clarify the points of contention. We identified that the CC decision-making was at risk of bias, primarily influenced by the group composition, the group orientation and individual members’ mindset, as well as their personal experiences with the trainees.ConclusionsIncreased awareness of the sources of bias in CC functioning and familiarity with the CC role in competency-based medical education would enable committees to provide valuable feedback to all trainees regardless of their trajectory.

Russian equivalents of the English over

Abstract The article deals with a comparative analysis of the English over and the Russian language items that serve as its approximate translation equivalents. The main attention is on such Russian equivalents of over as the prepositional phrases nad with the instrumental case, čerez with the accusative case, za with the accusative case and po with the dative case, as well as the prefixes pere- and pro-. The research is undertaken using the Cognitive linguistic framework or, more precisely, the theory of conceptual metaphor. The aim of the article is to analyse the Russian language means of coding the spatial relations that are similar to those expressed by the English over and to trace patterns of extension of spatial meanings into non-spatial domains in these languages. The study reveals that although English is an analytic language and Russian is a synthetic (fusional) language and, therefore, they use different means to express meanings, similar conceptual-metaphorical motivations of semantic extensions can be traced in both languages.

Mobilisasi Oleh Elit Tradisional Pada Pemilihan Kepala Daerah Tahun 2018 Di Kabupaten Kerinci

Elections are held periodically, namely once every five years, with the aim of a constitutional change of power as regulated in the 1945 Constitution (UUD 1945). General elections are held in the form of presidential elections, regional head elections and legislative elections. At this time political parties are no longer the only force in political contestation. Elections that take place at the local election level still often encounter interference from elites, especially traditional elites, such as the regional elections that occurred in Kerinci Regency, where one of the elite's roles is as a force in mobilizing the masses. Many candidates use traditional culture to get more supporters in the election. Through its mass power, it can be used as an effective political machine in political contestation. This confirms that political mobilization is the key to winning election contestations. In analyzing mass mobilization by traditional elites, researchers use mobilization theory according to Stefano Bartolini and elite theory from Pareto and Mosca because mobilization in politics is a series of processes carried out by traditional elites in recruiting participants to obtain special support in an election. This research uses a qualitative approach with an instrumental case study method. The research results show that mass mobilization was commanded by traditional elites, such as the Depati and Ninik Mamak of Kerinci Regency, who directed and ordered the community and their nephews to choose certain agreed candidate pairs. The order was issued by Depati Ninik Mamak in a joint meeting to decide on support for candidate pair Adirozal-Ami Taher, so that the results of the meeting resulted in a joint agreement to win the pair Adirozal-Ami Taher.

Unveiling the rules for creating circular business ecosystems: A case study in the chemical industry

Moving to a circular economy (CE) is crucial for achieving sustainability. However, many industries face challenges to make the transition. Industries function as complex systems, encompassing multiple business ecosystems (BEs) influenced by a myriad of market forces. Due to the absence of a single point of control, the evolution of industries and their BEs can follow various paths. If transitioning to a CE is a desired outcome, understanding the guidelines and restrictions - or 'rules' - that facilitate the emergence of circular BEs within industries is essential. This research therefore investigates the transition to a CE in the chemicals manufacturing industry through the lens of BEs, system theory, and orchestration theory. A two-stage instrumental case study was conducted, beginning with focus group discussions involving a broad spectrum of stakeholders in the chemical industry, followed by the analysis of a specific circular laundry detergent BE. Our findings deepen the understanding of CE, especially within the chemicals industry, by unveiling seven system rules that govern the transition. These rules emphasise the importance of motivations, challenges, cross-sector collaborations, and BE orchestration. Furthermore, our study highlights the consumers' readiness for circular value propositions and the pressing need for both private and governmental investment to scale up. Additionally, our findings shed light on the potential for synergies between highly carbon-intensive industries in the realm of CE. Despite the complexity of managing such intricate relationships, it is argued that fair distribution of gains and burdens can sustain circular BEs in the long run, which ultimately contributes to reducing carbon emissions and mitigating climate change.

Exploring critical media literacy with culturally and linguistically diverse youth in Australia: recontextualisation of school learning in home environments

ABSTRACT This paper reports on an instrumental case study exploring what migrant and refugee-background youth in Australia make of the critical media literacy they learn in school, and what critical media practices they use out of school. It addresses the perennial question of the relationship between school literacy learning and everyday literate lives, paying deliberate attention to the experiences of youth whose diversity is underrepresented in research. Interviews with two English teachers and focus groups with culturally and linguistically diverse Year 10 students were analysed using content analysis and the concept of recontextualization. Findings are that these youth see significant value in their critical literacy learning at school, and they report utilising the types of critical reading/viewing skills they experience at school but for different purposes. They frequently use five main strategies for critical reading/viewing out of school: 1. using awareness of myriad multimodal semiotic features to examine representations of products and information; 2. evaluating trustworthiness; 3. fact checking; 4. doing further research; 5. identifying attempts at positioning. This research brings in-school and out-of-school domains together to understand the connections between critical literacy practices undertaken in school, and those reshaped by immigrant youth, who are still learning English, out of school.

An Instrumental Case Study of the Online Learning Experience of Macau University Students During Covid-19: What Kind of Online Presence Matters?

Under the influence of Covid-19, most universities worldwide transitioned from face-to-face pedagogy to online hybrid learning. As a result, scholarly publications about this transition are rapidly accumulating. However, to date, there are few studies published in international journals investigating online education in Macau during the pandemic, particularly on the feeling of presence when Macau students study online. Using an instrumental case study at a university in Macau, this research explored online learning during the pandemic. The interviewees reported a lack of embodied presence in online learning. Nevertheless, many of them enjoyed this learning mode, as it provided a more reciprocal classroom, flexibility and convenience. The interviewees also believe the lack of physicality is not the determining challenge affecting online learning, suggesting that joint efforts and collaboration between peers, better-designed pedagogy for teachers, smoother teacher-student communication channels, the university’s online policymaking, and the support of infrastructure, online teaching quality could all be improved. This result questions the emphasis on bodily presence in the online learning environment and the drawing of a stark divide between online and offline. In contrast, it endorses the concepts of presence under a framework of a Community of Inquiry, which is a more post-digital view, welcoming the seamless combination of the online and offline world within contemporary society.

P3.1: Quality improvement tools to manage organ donation processes: an instrumental case study.

P3.1: Quality improvement tools to manage organ donation processes: an instrumental case study.

BAGAIMANA AGAR PENYANDANG TUNADAKSA MAMPU MENJADI PRIBADI YANG BAHAGIA ?

Being disabled as an adult or not since birth can have a big psychological impact on people with disabilities such as being hopeless or unable to accept their condition. This study aims to analyze the factors that affect the welfare of disabled people due to accidents. This research uses a qualitative approach with the instrumental case study method. The participants in this study were two men with disabilities due to an accident. Data collection techniques using in-depth interview techniques. The collected data were analyzed using thematic analysis techniques. The results of the study show that social support is an important factor determining the welfare of disabled people after an accident. Family support and social networks (friends and members of the disabled disabled community) can raise the spirit of life for disabled people after an accident and can make their lives happier.

Understanding families’ motivation for engaging in livestock exhibitions: A collective instrumental case study

Understanding families’ motivation for engaging in livestock exhibitions: A collective instrumental case study

Examining sense of community in the pandemic: A case of an online course

This instrumental case study aimed to understand the development of a sense of community in a fully online course that was offered during the COVID-19 pandemic era. The study further aimed to examine how the particular course elements supported community-building processes. The data were collected through a survey of the sense of community index and semi-structured interviews conducted at the middle and end of the semester. Our findings showed that the four community elements –reinforcement, influence, membership, and shared emotional connection– were all present in this course, although to varying degrees. They also indicated that the adapted course elements for the online modality supported the community-building processes. The implications of the findings for the design of more effective online courses were discussed.