How Things Work - Doha Academy of Tertiary Studies

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Storytelling 175 wanted to know the accomplishment and diversity of its developments in preschool education across Eastern Europe and Central Asia. They commissioned a multiple case study, cases in 29 participating nations. 1 For each case they selected two to four of their own experienced teacher trainers as the researchers and let the program director from each country choose the research question or theme. “Inclusion” was the theme of a case study in Ukraine— inclusion particularly of children with disabilities. The research team, Svitlana Efimova and Natalia Sofiy, chose to tell the Step by Step story in their country by selecting Liubchyk, a child with a disability mainstreamed into a regular first grade taught by a Step by Step teacher. Liubchyk was diagnosed as having autism. He attended Maliuk School near his apartment in L’viv. With Liubchyk as the hub of the study, they moved out the spokes to study teacher training, parent involvement, and the media, plus relations with local and state education authorities, including the Ministry of Education and Science. The complexity of Ukraine’s changes from having an institutional special education system toward an inclusion practice was illustrated by numerous observations and interviews. (The graphic design of the case study is shown in Figure 10.1.) We saw one observation of Liubchyk in Box 3.2. Box 10.4 is another observation report of his classroom. The professional knowledge gained in Ukraine and in the other 28 countries included generalizations about Step by Step preschool teaching in countries across a large sector of the world, but of course not generalization to all preschool education in the world. The particularities referred to classrooms such as Liubchyk’s and to the Ukrainian Ministry of Education. Many readers of the assertions in the Ukrainian report would generalize them to other teacher training agencies and ministries. And they would presume the applicability of many of the findings of the cross-case report, such as the value of teacher training that occurred in actual kindergartens with Step by Step trainees role- playing as teachers of the pupils belonging to that room. Here we see generalizations and particularizations living side by side, as they will in the minds of practitioners, policy specialists, and beginning researchers, mixing research knowledge with professional knowledge. 1 This case study is presented in full and analyzed in my book Multiple Case Study Analysis (Stake, 2006). (text resumes on p. 179)
176 QUaLItatIVe ReSeaRCH History of Maliuk School Social, Economic, Political Context Liubchyk Classroom with 3 teachers and Liubchyk Activity #1 Minicases Oksana Parent Board Meeting Main issue: Inclusion vs. special schools Other issues: Finding support Teacher training Child centering Assistant teacher Sustainability Democratic play Planning vs. choice Mother and child at home Activity #2 Teacher training in L’viv and Kyiv Activity #3 Teacher Mom School director SbS director SbS standards SbS Context in Ukraine Ministry documents Key information needed: Interaction in classroom Organizing parents Reaction of the media Support of the Ministry Role of father History of SbS in Ukraine Support of other teachers The principal´s views Education and Teacher Training Context in Ukraine Relevant Research on Inclusion FiGuRe 10.1. Graphic design of Ukraine Step by Step (SbS) case study.
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Qualitative ReseaRch
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© 2010 The Guilford Press A Divisi
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vi acknowledgments To kith and kin,
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viii Contents 3. experiential under
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Introduction Make Yourself Comforta
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Introduction 3 aware that quite a f
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Introduction 5 Halldor Laxness: Und
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taBle i.1. summary of the National
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Introduction 9 trate an issue or as
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12 QUaLItatIVe ReSeaRCH BOX 1.1. Ga
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14 QUaLItatIVe ReSeaRCH Clinical kn
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16 QUaLItatIVe ReSeaRCH BOX 1.2. (c
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18 QUaLItatIVe ReSeaRCH temological
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20 QUaLItatIVe ReSeaRCH role and (2
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22 QUaLItatIVe ReSeaRCH for? It is
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24 QUaLItatIVe ReSeaRCH stayed out
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26 QUaLItatIVe ReSeaRCH community.
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28 QUaLItatIVe ReSeaRCH parisons. Y
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30 QUaLItatIVe ReSeaRCH for many ye
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32 QUaLItatIVe ReSeaRCH tative rese
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36 chaPteR 2 Interpretation The Per
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38 QUaLItatIVe ReSeaRCH So that is
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40 QUaLItatIVe ReSeaRCH but of a ge
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48 QUaLItatIVe ReSeaRCH themselves
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50 QUaLItatIVe ReSeaRCH many of the
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52 QUaLItatIVe ReSeaRCH This more o
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54 QUaLItatIVe ReSeaRCH your city c
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56 chaPteR 3 experiential Understan
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58 QUaLItatIVe ReSeaRCH We ask many
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62 QUaLItatIVe ReSeaRCH Qualitative
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64 QUaLItatIVe ReSeaRCH BOX 3.2. li
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66 QUaLItatIVe ReSeaRCH 3.4. MultiP
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68 QUaLItatIVe ReSeaRCH ers, practi
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70 QUaLItatIVe ReSeaRCH description
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72 QUaLItatIVe ReSeaRCH You must lo
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74 QUaLItatIVe ReSeaRCH The third p
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76 QUaLItatIVe ReSeaRCH Examples of
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78 QUaLItatIVe ReSeaRCH what someon
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80 QUaLItatIVe ReSeaRCH What happen
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82 QUaLItatIVe ReSeaRCH quantitativ
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84 QUaLItatIVe ReSeaRCH The Researc
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86 QUaLItatIVe ReSeaRCH not care mu
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88 chaPteR 5 Methods Gathering Data
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90 QUaLItatIVe ReSeaRCH researcher
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92 QUaLItatIVe ReSeaRCH BOX 5.1. Ma
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94 QUaLItatIVe ReSeaRCH resent? Wil
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96 QUaLItatIVe ReSeaRCH BOX 5.2. in
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98 QUaLItatIVe ReSeaRCH BOX 5.3. ex
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100 QUaLItatIVe ReSeaRCH BOX 5.4. P
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102 QUaLItatIVe ReSeaRCH BOX 5.5. F
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104 chaPteR 6 Review of Literature
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106 QUaLItatIVe ReSeaRCH The libera
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Causality 108 Comparative Empathy A
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By administrators Portfolios By pee
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112 QUaLItatIVe ReSeaRCH researcher
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114 QUaLItatIVe ReSeaRCH BOX 6.1. P
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116 QUaLItatIVe ReSeaRCH The Intern
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118 QUaLItatIVe ReSeaRCH Quality of
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120 QUaLItatIVe ReSeaRCH 7.1. eviDe
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122 QUaLItatIVe ReSeaRCH Seven year
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Page 231 and 232: 218 Glossary concept: a mental inte
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Page 236 and 237: ibliography Nicholas Abercrombie, S
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ibliography 225 Norman Denzin, 1989
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ibliography 227 Ernest House, 1980.
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ibliography 229 Matthew Miles and M
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ibliography 231 Louis Smith and Wil
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author Index Abercrombie, Nicholas,
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Koncoková, Eva, vi, 211, 212, 227
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Subject Index Page numbers followed
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Etic issues, 15, 74, 95, 218 Europe
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National Collegiate Athletic Associ
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Tape recordings, 94-95, 152 Teacher
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