Flying in the face of instructional design: Rationale for the case study

‘Are you listening…are we learning?’

“…Case studies can often present complex pictures that resist simple interpretations (Walker, Lewis and Laskey 1996). In this example, the students' own personal evaluations seemed initially to suggest a marked improvement in terms of both a critical and reflexive approach.…”

“Back to the Backlash?” Primary Practitioner Discourses of Resistance to Gender-inclusive Policies

“…4 The described feminist perspective on theory and methodology is activated in this project by the case study method. Adopting this method follows the stated assumption that case study material can be illustrative; albeit exploratory (Lewis & Laskey, 1996;McLeod & Yates, 1997;Reinharz, 1992;Stake, 1988;Yates, & McLeod, 1996;Yates, 2001). Key players in gender-inclusive reforms in the primary sector are nominated for research subjects by the method of ''snowballing'' (see, for example, Taylor, 2001), where in this case feminists in academe nominated practitioners who in their view are acknowledged ''exemplars'' in the state of Victoria, Australia, since 1975 in terms of primary level schooling.…”

Supporting teachers' professional development in a developing country through practice-based inquiry and distance learning: some key issues

“…We are not the first to note the limitations in the relationship between writer and reader, teacher and student inherent in 'low tech', purely text-based materials. It is the absence of interaction between teacher and learner, the lack of a two-way relationship, and idealogue between teacher and taught, to which Walker et al (1997) refer when they talk of 'the grip of print' and the 'tyranny of distance'. Of course, the 'commonsense' assumption here is that traditional teaching involves a reciprocal relationship in which teacher and student can at least see each other and which embraces forms of dialogue between teacher and taught.…”