The Study of Samples and the Study of Cases*

Stenhouse, Lawrence

doi:10.1080/0141192800060101

Cited by 80 publications

(47 citation statements)

References 5 publications

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“…As Stenhouse (1980) suggests, interviews are a most effective technique for allowing researchers to 'speak to the actors in the process'. There has been a demand to hear the views of new teachers on their induction needs.…”

Section: Methodsmentioning

confidence: 99%

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The Management of the Induction of Newly Qualified Teachers in Primary Schools

Turner

1994

Journal of Education for Teaching

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This study is based on two years of empirical work with new teachers employed in the primary schools of five local education authorities (LEAs) in England. Interviews with all those with a stake in the management of probation and induction of newly qualified teachers in primary schools were analysed in terms of patterns and dilemmas to create a proposal for effective induction support and probation management. The article examines the role of LEAs and schools in structured induction. Case studies of pairs of inductees in the same schools are examined for reasons for their relative levels of success. The conclusion points to the linked importance of appropriate placement, affective human relationships and the new teachers' attitudes in achieving success in the induction year-and finds that the headteacher is the most significant figure in the web of relationships.This report on a research project into the management of induction of newly qualified teachers (NQTs) in primary schools (schools catering for children from 5-11 years of age) in England carried out from 1987 to 1992 (Turner, 1992) is intended to examine some important issues in the early professional development of teachers. The empirical work covered two years of interviews in 12 schools in five local education authorities (LEAs) in the south-east of England. There were 22 NQTs involved, 10 in the first year and 12 in the second year. Connections are made with issues in recent partnership approaches to teacher training (school-based teacher training operated by schools and universities in partnership, with payment being made by the university for the school's contribution), teacher appraisal and professional development. Some of the findings and recommendations may be helpful to teacher mentors and school managers responsible for professional development.

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Section: Methodsmentioning

confidence: 99%

“…Thus my methodology was essentially ethnographic-describing the culture of management of probation and induction from the point of view of the participantsand the analysis seeks to create what Stenhouse (1980) has called 'a thick description' in order to yield insights which will enable the system to be reflected upon and perhaps improved.…”

Section: Methodsmentioning

confidence: 99%

The Management of the Induction of Newly Qualified Teachers in Primary Schools

Turner

1994

Journal of Education for Teaching

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“…Sometimes these experiential constructions provide persuasive empirical evidence for existing theories; other times they contradict our suppositions and prompt us to revise and enhance theory. Either way, they advance our understanding (Campbell, 1975;Hamilton, 1980;Kemmis, 1980;Stenhouse, 1984, Yin, 1984.…”

Section: Research Perspectivementioning

confidence: 96%

Barriers to online critical discourse

Rourke

Kanuka

2007

Computer Supported Learning

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This qualitative case study illustrates barriers to informal argumentation and reasoned debate, i.e., critical discourse, in online forums. The case is the computer conference of a 15-week, graduate-level humanities course offered entirely at a distance. Twelve students, all with families and careers, were enrolled in the course. We read all messages as they were posted and interviewed five of the students several times during the course. The students provided three insights into our interpretation that the forums contained little critical discourse: (1) The students did not orient to the conference as a forum for critical discourse, and worse, they had competing orientations; (2) they perceived critiques as personal attacks; and (3) they realized early on that critical discourse was a bothersome means to obtain their participation marks. Certain practices may ease some of these difficulties, including (1) well-structured learning activities with clearly defined roles for teachers and students, and (2) a method of assessing students' participation that reflects the time and effort required to engage in critical discourse.

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“…Hours of teachers' practices and children's responses were captured through observation, video, audio recording and interviews. Perspectives from teachers, university staff, children and school policy documents helped to build rich, triangulated, sense-making accounts of current practice (Stenhouse, 1980). The raw data were then analysed collaboratively, using a process of categorisation which was based on what appeared to support, constrain or was interesting about children's idea development.…”

mentioning

confidence: 99%

Music to measure: Symbolic representation in children’s composition

Henderson¹

2016

Waikato Journal of Education

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Eisner maintains that the arts education community needs "empirically grounded examples of artistic thinking related to the nature of the tasks students engage in, the material with which they work, the context's norms and the cues the teachers provide to advance their students ' thinking" (2000, p. 217) . This paper reflects on the results of collaborative action research between teachers and university researchers in New Zealand who have been investigating how children develop and refine their ideas and related skills in music. The paper focuses specifically on the results of action research in which the impact of symbolic representation on idea development and refinement in music is examined. It raises some issues and points of tension for generalist and specialist teachers when fostering creative idea development in music.

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The Study of Samples and the Study of Cases*

Cited by 80 publications

References 5 publications

The Management of the Induction of Newly Qualified Teachers in Primary Schools

The Management of the Induction of Newly Qualified Teachers in Primary Schools

Barriers to online critical discourse

Music to measure: Symbolic representation in children’s composition

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