Managing school behavior: a qualitative case study
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The purposes of this dissertation research were to understand the methods by which building-level school administrators collect office discipline referral data, and to understand the ways they make decisions based on that data. In order to achieve this overall objective, the following research questions framed this study:
1. To what extent do administrators have access to behavior data that inform their decisions on how to improve student success in school and society?
2. To what extent do administrators use behavior data to improve student success in school and in society?
3. What do administrators perceive it would take to enhance the effectiveness of their current efforts to improve students' success in school and society?
One mid-sized suburban school district from the Midwest was selected for this case study research. Eleven school building administrators were interviewed to provide insight into the research questions. Participants in the study self-selected pseudonyms to preserve anonymity. Interviews were conducted face to face, and then transcribed.
The themes that emerged from the interviews include: (1) participants' perceptions of and experiences with collecting and analyzing student behavior data, (2) participants' perceptions of and experiences with using behavior data to improve student success in school and in society, and (3) participants' perceptions of necessary steps to take to enhance the effectiveness of their current efforts to improve students' success in school and society. The findings from this study describe practices used for collecting student attendance data, office referral data, and suspension and expulsion data. Building-level school leaders recognize that data collection and analysis of building- and school district-level conduct and/or behavior data would help them establish patterns of behavior for individual students, as well as students throughout the building. The aim for school administrators should be to use research-based strategies, practices, and programs that have proven successful when they plan interventions and programmatic changes for students.
Based on its findings, this study recommends that further investigation into data collection processes that lead to improved behavioral outcomes for students be conducted. Consistent data collection, supported by a systemic procedure to analyze that data, is paramount to increase the effectiveness of any behavior support program. As schools continue to face challenges associated with providing adequate behavioral supports for students, building capacity with teaching and administrative staff is recommended, so that a continuum of behavioral supports could be provided to meet the diverse behavioral needs of buildings, schools, and districts.
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McMaster University, West Hamilton, Ontario, Canada. Qualitative case study methodology prov ides tools for researchers to study. complex phenomena within their contexts. When the approach is ...
word guidelines to highlight the flexibility of this qualitative analytic method. These guidelines. are (1) familiarizing yourself with your data, (2) generating initial codes, (3) The researcher read. throughout each transcript to immerse in the data, (4) reviewing themes, (5) defining and naming.
A case study is one of the most commonly used methodologies of social research. This article attempts to look into the various dimensions of a case study research strategy, the different epistemological strands which determine the particular case study type and approach adopted in the field, discusses the factors which can enhance the effectiveness of a case study research, and the debate ...
First is to provide a step-by-step guideline to research students for conducting case study. Second, an analysis of authors' multiple case studies is presented in order to provide an application of step-by-step guideline. This article has been divided into two sections. First section discusses a checklist with four phases that are vital for ...
[Qualitative research is] research using methods such as participant observation or case studies which result in a narrative, descriptive account of a setting or practice. Sociologists using these methods typically reject positivism and adopt a form of interpretive sociology. (Parkinson & Drislane, 2011)
cipline-specific applications of case study methods and describe the appropriate research questions addressed by case studies. I follow this description with methods considerations, including case study design, research questions, sample size, data collection, and data analysis. Note that there are many approaches and styles to case study research.
science methods, such as quasi-experiments or qualitative research, as has been implied by other scholars. Rather, case study research follows its own complete method (see Yin, 2009a). A. CASE STUDIES AS A RESEARCH (NOT TEACHING) METHOD An Abbreviated Definition All case study research starts from the same compelling feature: the desire to
Outline. Chapter 12: Qualitative Data, Analysis, and Design343 focus on common qualitative research. The orientation of qualitative researchers contrasts sharply with that of quantitative researchers on many dimensions. Their thinking generates questions that are answered with an emergent methodology, and their approach to rich sources of data ...
1. Case study is a research strategy, and not just a method/technique/process of data collection. 2. A case study involves a detailed study of the concerned unit of analysis within its natural setting. A de-contextualised study has no relevance in a case study research. 3. Since an in-depth study is conducted, a case study research allows the
For example, the model fails to acknowledge evidence that mass terminations do not improve organizational performance. Studies have shown that turnaround strategies have thus frustrated families, school leaders, and ... Qualitative case study, Page 5 • Research participants must have been a full-time certified teacher at the high school under ...
The annual series Narrative Study of Lives that began in 1993 (e.g., Josselson & Lieblich, 1993) and the journal Narrative Inquiry have also encouraged interdisciplinary efforts at narrative research. With many recent books on narrative research, it is indeed a "field in the making" (Chase, 2005, p. 651).
Yi Yang Linda F. Cornelius Mississippi State University. Abstract. How to ensure the quality of online learning in institutions of higher education has been a growing concern during the past several years. While several studies have focused on the perceptions of faculty and administrators, there has been a paucity of research conducted on ...
Although case studies have been discussed extensively in the literature, little has been written about the specific steps one may use to conduct case study research effectively (Gagnon, 2010; Hancock & Algozzine, 2016).Baskarada (2014) also emphasized the need to have a succinct guideline that can be practically followed as it is actually tough to execute a case study well in practice.
Managing school behavior: a qualitative case study. Customize. <p>The purposes of this dissertation research were to understand the methods by which building-level school administrators collect office discipline referral data, and to understand the ways they make decisions based on that data. In order to achieve this overall objective, the ...
qualitative research (Babbie, 2007, pp. 379-380, p. 384). The collective-case studies approach adapts the principle applied by Burawoy et al. (1991) that suggests a relationship between the case study method and theory. It is used to address flaws in previous studies (Babbie, 2007, p. 298). Burawoy andhis colleagues (1991) 5
common interpretations is that, unlike quantitative studies, qualitative research does not seek replicability. As an example, with an investigation of a basic writing . corequisite class, the events and participants are understood to create unique circumstances that the qualitative researcher documents i,nterprets a, nd writes up.
While many books and articles guide various qualitative research methods and analyses, there is currently no concise resource that explains and differentiates among the most common qualitative approaches. We believe novice qualitative researchers, students planning the design of a qualitative study or taking an introductory qualitative research course, and faculty teaching such courses can ...
includes the theories that will inform the research study *Subject of Case Study This is an alternate section that applies only to case study research. Students pursuing a case study will present an additional section for the subject of their case study. This section will be titled for the case study.
example, through a case study it is possible to explain a curriculum innovation failed to work. The Case Study is a method used in both quantitative and qualitative research. A s expected there are varying definitions of the case study as a method in qualitative research. Merriam ( 1988) defines µa qualitative case study as
programmes was the case study strategy in line with the inter-pretivism research philosophy that I chose to underpin the study. The case study strategy is listed among some of the most com-monly mentioned qualitative research strategies in the literature (Creswell,2007,2009;Ebneyamini&Moghadam,2018;Guba&