Creswell/Poth Presentation - Seiffert

Creswell/Poth Presentation: Appendix F - Case Study

"Relational Underpinnings and Professionality - A Case Study of a Teacher's Practices Involving Students with Experiences of School Failure"

Summary

This appendix presented a single case study focused on one teacher, "Gunilla," who teaches Swedish and social studies to upper secondary students in Sweden who were not accepted into national upper secondary programs after their first 9 years of mandatory schooling. Gunilla's courses offer these students a chance to improve their scores in order to gain entry into an upper secondary program. Gunilla was identified as a "successful instructor" for students who have failed at school, and was, therefore, selected for this study (Creswell & Poth, 2018, p. 407).

Purpose

The purpose of the study was to "trace and exemplify relational and professional practices that can hep teachers and other school staff to assist students to overcome obstacles and be more successful at school" (Creswell & Poth, 2018, p. 407). The study focused on implications for educators, but also acknowledged how the information could be useful to school psychologists as well.

Throughout the course of the study, 3 themes that can contribute to an understanding of complex student-teacher relationships were identified . . .

Humane Relationships

Students' Own Self-Image

Trusting Relationships

The study found that students need to feel trusted by their teachers so that they'll want to learn. Many students need to be shown that they can trust adults.

Teachers must also show students that they are seen as people, not just failing students. They can do this by acknowledging their own imperfections and using humor.

Teachers must also work to help students shift their beliefs about school and their abilities as students so that they can experience joyful learning.

Structure

This study followed a linear approach and included the following structures.

Abstract & Purpose Statement

Discussion

Methods

Literature Review

Analysis & Results

Other Case Study Genre/Traditions Demonstrated

This study used purposeful selection to identify a single case to focus on in order to demonstrate themes and findings. (more on the selection process later)

The study also focused on description rather than generalization or analysis. The researchers stated that their purpose was not to "provide evidence of 'what works' but rather to inform professionals' judgement . . . and deepen our understanding of complex educational practices" (Creswell & Poth, 2018, p. 416).

This study used a naturalistic approach, focusing on stories (gathered through interviews) and observations. The study also frequently used quotes from the participant in order to illustrate points or examples.

Critique

Overall, this article seemed to be an excellent example of a qualitative case study. There were a few components that really stood out: First, the selection process the researchers went through in order to determine which teacher they would use for this study was fairy detailed. Click the button for more details!

Critique continued

The other element of this study that I really enjoyed was the identification of three clear themes based on the interviews and observations with Gunilla. The themes were applicable to a wide range of educators. And, like the researchers stated, they were identified as simple observations that might help educators deepen their understanding rather than as broad generalizations about best practices. This makes the study more personal and potentially helpful in different ways to each individual reader.

References

Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (C. N. Poth, Ed.). SAGE Publications.

Literature Review

The literature review was focused on the importance of student-teacher relationships. It discussed studies that focused on both close and distanced relationships and the impact each can have on student success.

Case Study Selection Process

The selection process started with interviewers talking to 11 teachers who worked with students who were not accepted in to upper secondary schools. After the initial interviews, researchers did contextual observations to look for different elements that had been discussed. The observations were then used to create new questions for a second round of interviews. Finally, Gunilla was selected for the case study because of her ability to form positive relationships with students who have experienced failures in school (Creswell & Poth, 2018, p. 411).

Differences

Creswell and Poth mention that many cae studies begin and end with a vignette (2018, p. 246). This particular study did not do that; however, the subject of the study, Gunilla, was often quoted to illustrate points or provide examples.