The Case Study Method in Social Inquiry

Stake, Robert E.

doi:10.2307/1174340

Cited by 175 publications

(157 citation statements)

References 0 publications

Supporting

Mentioning

139

Contrasting

Unclassified

Order By: Relevance

“…Similar to Howe [23], this examination of interaction and communication within the two virtual communities concentrates on those issues and debates which emerged from the study itself. The story that is told is presented as a series of vignettes in the form suggested by Stake [31][32][33][34].…”

Section: Methodsmentioning

confidence: 99%

Power relations in virtual communities: An ethnographic study

Nguyen

Torlina

Peszynski

et al. 2006

Electron Commerce Res

View full text Add to dashboard Cite

Peoples' need to socialize with others and greed for power can be best captured with Aristotle's description of human beings as "political animals"/"social animals." This paper reports on observations of how cyber communities, such as Web-based forums and mailing lists, manifest themselves through social interactions and shared values, membership and friendship, and commitments and loyalty. The paper highlights the importance of power relations in these communities, how they are formed, exercised and evolve. This paper explores power relations as they emerge in two online Vietnamese communities and suggests a new understanding of the formation and evolution of power in virtual societies.

show abstract

Section: Methodsmentioning

confidence: 99%

Power relations in virtual communities: An ethnographic study

Nguyen

Torlina

Peszynski

et al. 2006

Electron Commerce Res

View full text Add to dashboard Cite

show abstract

“…However, it is not reasonable to assume that the division of whole number scheme as discussed is one which is totally different from scheme possessed by other primary school pupils. If there is any generalization, that is, if natural generalization exists, then the implications of the findings of this study for further research and teaching should be given due attention [12]. For example, to understand better how primary school pupils create meaning for the division of whole numbers, many things still need to be learnt, such as about the characteristics of the division of whole numbers scheme possessed by pupils and how this scheme is developed, modified, and expanded.…”

Section: Resultsmentioning

confidence: 98%

Year four pupils’ understanding of division of whole numbers

Ibrahim¹,

Pa²

2014

AIP Conference Proceedings

View full text Add to dashboard Cite

Abstract. Based on the theory of radical constructivism, this study investigated Year Four pupils' understandings of division by identifying their schemes of the division of whole numbers and how they used them in solving related problematic situations. Data incorporating both verbal and non-verbal behaviors were gathered from seven pupils based on the five clinical interview sessions involving imagining division, representing division, describing process and product of division, interpreting division statement, and solving division problem tasks. Four schemes that were identified are partitioning scheme, measuring scheme, repeated subtraction scheme, and inverse of multiplication scheme. Findings revealed that the measuring scheme was the dominant scheme for the division of whole numbers and the pupils only used the repeated and the inverse of multiplication schemes when they were asked to relate the subtraction or multiplication process with the division process. Further, the pupils were observed to use the long division algorithm in some situations, but there were indications that they used them with little understandings. It is suggested that more remains to be learnt about the nature of pupils' understanding of the division of whole numbers and how schemes of the division of whole numbers are formed and modified. Also, in order to provide appropriate guidance, mathematics teachers need to have some knowledge about pupils' available schemes of the division of whole numbers, no matter how primitive they might seem to the teachers.

show abstract

“…Such a generalization, summarizes verified experience within the boundaries of time and space and although not primarily concerned to predict outcomes may be used by teachers to relate in a systematic way, experience in other classrooms to their own situations. This type of generalization has something in common with the Stenhouse (1981) notion of retrospective generalization and what Stake (1978) has termed 'naturalistic'.…”

Section: Singapore Journal Of Educationmentioning

confidence: 88%