Iraqi Refugee English Learners in the United States: A Multiple Case Study

2016 ◽  
Author(s):  
Fares Karam
Keyword(s):  
United States ◽  
English Learners ◽  
Multiple Case Study ◽  
The United States ◽  
Multiple Case ◽  
Iraqi Refugee

Curriculum reform and policy considerations: A multiple case study of the inclusion of modern band into music teacher preparation programmes

2020 ◽  
Vol 4 (1) ◽  
pp. 21-40 ◽  
Author(s):  
Jocelyn Stevens Prendergast ◽  
Brittany Nixon May
Keyword(s):  
United States ◽  
Teacher Education ◽  
Music Education ◽  
Multiple Case Study ◽  
The United States ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Policy Issues ◽  
Multiple Case

Many music teacher education programmes in the United States are increasingly offering classes that fall within the scope of modern band. A number of policies impact music teacher education curricula in the United States. These include both hard policies, such as teacher certification and NASM accreditation requirements, as well as soft policies, such as institutional traditions. In this multiple case study, the researchers interviewed three music teacher educators from different universities to examine their individual experiences incorporating modern band into their music education curricula and identify any policy issues that arose as they proposed and instituted curricular changes. The themes identified with regard to implementing modern band into the music teacher education curriculum included time, support, curricular positioning, equity and access. Notably, the participants did not cite any specific policy issues as barriers to implementing modern band into music education coursework.

scholarly journals In Education and in Work: The Globalized Community College

2002 ◽  
Vol 32 (2) ◽  
pp. 47-77
Author(s):  
John S. Levin
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Organizational Context ◽  
Multiple Case Study ◽  
The United States ◽  
Work Behaviors ◽  
Educational Programming ◽  
Field Methods ◽  
Multiple Case

This is a multiple case study of seven colleges using field methods research to examine institutional life and organizational context. This study determines that community colleges in both Canada and the United States exhibited educational and work behaviors in the 1990s consistent with the globalization process. Education was oriented to the marketplace, and the needs of business and industry received high priority in educational programming. Work within these institutions was valued for and carried out with economic ends: to realize productivity and efficiency.

scholarly journals Hospital Vertical Integration Into Subacute Care as a Strategic Response to Value-Based Payment Incentives, Market Factors, and Organizational Factors: A Multiple-Case Study

2018 ◽  
Vol 55 ◽  
pp. 004695801878136
Author(s):  
Tory H. Hogan ◽  
Christy Harris Lemak ◽  
Nataliya Ivankova ◽  
Larry R. Hearld ◽  
Jack Wheeler ◽  
...  
Keyword(s):  
Vertical Integration ◽  
Multiple Case Study ◽  
Organizational Factors ◽  
The United States ◽  
Subacute Care ◽  
Payment Incentives ◽  
Multiple Case ◽  
Market Factors ◽  
Integration Strategies

This study explores the extent to which payment reform and other factors have motivated hospitals to adopt a vertical integration strategy. Using a multiple-case study research design, we completed case studies of 3 US health systems to provide an in-depth perspective into hospital adoption of subacute care vertical integration strategies across multiple types of hospitals and in different health care markets. Three major themes associated with hospital adoption of vertical integration strategies were identified: value-based payment incentives, market factors, and organizational factors. We found evidence that variation in hospital adoption of vertical integration into subacute care strategies occurs in the United States and gained a perspective on the intricacies of how and why hospitals adopt a vertical integration into subacute care strategy.

scholarly journals Look How Far We Haven’t Come: The Possible Implications of Current Educational Context and Practices for Young Black Males by Amanda VandeHei Carter

2019 ◽  
Vol 9 (2) ◽  
pp. 142
Author(s):  
Amanda VandeHei Carter
Keyword(s):  
Identity Development ◽  
Standardized Tests ◽  
General Public ◽  
Multiple Case Study ◽  
High Stakes Testing ◽  
The United States ◽  
High Stakes ◽  
Multiple Case ◽  
K 12

Data that are derived from high stakes testing in the United States have created rhetoric of fear and criticism around our public K–12 educational system. Stakeholders often blame these low-test scores on the school, administration, or teachers. Due to the way that this data is shared with the general public Different from this narrative, within many schools, high stakes testing data are reported in an aggregated fashion, usually by students’ race. While the general public may be pointing their finger at schools, administrators, or teachers for poorly achieving students, these folks can quickly shift the blame to certain populations of students who are not performing well on standardized tests. Teachers spend time sorting and labeling children into groups and categories in an effort to “fix the problem”. While sometimes well intended, the planning, instruction, and assessment of daily and weekly instruction is focused on an end result of getting particular groups of students to score better on standardized tests. This article provides the counter narrative to this conversation and it strives to tell the story of a student who has fallen victim to standardized unauthentic curriculum. Multiple case study was the methodology used for this research. Consistent with this methodology, the data were gathered through one-on-one interviews, classroom observations, and small group discussions. Hardiman’s model of White Identity Development (WID) and Freebody and Luke’s four resources model were the conceptual frameworks that were used to guide the study. The findings shared in this article represent the data collected from one participant in this multiple case study.

Las Siete Historias: Perceptions of Parent Involvement Among Mexican Immigrant Women

2013 ◽  
Vol 8 (1) ◽  
Author(s):  
Claire M. Thomas-Duckwitz ◽  
Robyn S. Hess ◽  
Elsa Atcherly
Keyword(s):  
Parent Involvement ◽  
Student Outcomes ◽  
School Success ◽  
Multiple Case Study ◽  
The United States ◽  
School Staff ◽  
Immigrant Mothers ◽  
Multiple Case ◽  
Mexican Immigrant Women

AbstractThis multiple case study examined parent involvement perspectives among seven immigrant mothers from Mexico. All the participants came from limited educational and socioeconomic backgrounds, and reported that they immigrated to the United States for greater opportunity. These background experiences seemed to shape their current role conceptualizations with respect to parent involvement. Parents viewed their roles as providing a better life for their children and facilitating their school success through actions taken at home. Invitations by school staff were important to help these mothers more effectively fulfill their roles through two-way communication. The findings of this study suggest the importance of helping school staff to better understand the ways that immigrant families view parent involvement and to facilitate partnerships in order to enhance student outcomes.

Before the AD: How Departments Generate Hiring Priorities that Support or Avert Faculty Diversity

2021 ◽  
Vol 123 (1) ◽  
pp. 1-36
Author(s):  
Damani K. White-Lewis
Keyword(s):  
Grounded Theory ◽  
Structural Change ◽  
Data Collection ◽  
Department Chairs ◽  
Multiple Case Study ◽  
The United States ◽  
Academic Departments ◽  
Faculty Diversity ◽  
Multiple Case

Background/Context Although academic departments have more tools to advance faculty diversity than ever before, many still downplay their own responsibility throughout the hiring process. This results in a cycle of apathy that activates once searches are already under way, and structural change is out of reach. Yet few studies empirically outline what structural change entails so that departments can play a more active role in improving search processes before hiring begins. Purpose/Objective/Research Question/Focus of Study This study materializes the underlying mechanics of academic hiring by describing the process of departmental hiring priorities, and identifies how adjusting them can create the optimal conditions for supporting faculty diversity. Population/Participants/Subjects Participants were 23 academic personnel spanning four academic departments, including deans, department chairs, equity administrators, and faculty search committee members. Research Design This qualitative study uses a blend of multiple case study and grounded theory designs. The multiple case study method guided the site, case, participant selection, and data collection procedures. Grounded theory was employed primarily in the data coding and analysis phases. Data Collection and Analysis Data were collected from an institutional site fictitiously named Northfield University, a research-intensive four-year university located in the western region of the United States. Four departments were selected as case studies based on convenience sampling from four broader divisions: social sciences, life sciences, humanities, and physical sciences. Twenty-three participants spanning multiple positions and departments participated in a total of 31 semistructured interviews. These data were initially coded and analyzed using the constant comparative method and then further analyzed using cross-case analysis. Findings/Results Findings reveal the primary determinants of departmental hiring priorities that bred subfield conservatism, or the hesitancy to expand the department in new and different hiring directions based on resource constraint and subfield reproduction. This was a realistic yet troubling organizational response that inhibited opportunities for diversity before searches even began. Results also document the steps that departments took to thwart subfield conservatism in order to more aptly attract and elevate racially minoritized candidates. Conclusions/Recommendations This study highlights the untapped potential that hiring priorities hold for advancing faculty diversity. Department chairs and deans are uniquely positioned to implement initiatives that rearrange the structural conditions of faculty hiring that empower faculty to create equity-oriented positions beyond traditional departmental boundaries.

scholarly journals Higher Education as an Immigration Path for Chinese Students and Scholars

2015 ◽  
Author(s):  
Bangchen Pang ◽  
Nicholas Appleton
Keyword(s):  
Higher Education ◽  
United States ◽  
Mainland China ◽  
Chinese Students ◽  
The United States ◽  
Convenience Sample ◽  
Mainland Chinese ◽  
Multiple Case ◽  
To Come

The purposes of this study were to identify and describe the factors that influenced the choices made by mainland Chinese students and scholars to come to the United States, to identify and describe the factors that influenced their settlement in the United States, and to identify and describe the role that higher education played in this process. An explanatory multiple case study design was used as the basic strategy for the study. In-depth, open-ended interviews were conducted to describe, from the participants perspective, the factors that influenced their successful immigration to the United States. The participants were a convenience sample of 10 Chinese immigrants from mainland China selected from several Chinese professional and social organizations in the Phoenix, Arizona metropolitan area. The participants were of different genders, professions, and ages.

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