A case study of student and teacher relationships and the effect on student learning
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A CASE STUDY OF STUDENT AND TEACHER RELATIONSHIPS AND THE EFFECT
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- Research Design
Conclusion
The review of the literature shows the diverse disciplines of researchers who have all investigated the effect that building a strong teacher-student relationship has on the learning environment. While the emphasis on test scores to determine effect teaching and learning has been prevalent in the last decade due to NCLB (2001) and Race to 36 the Top (RttT) requirements, there is ample evidence from a number of sources to indicate that building a strong relationship with students also contributes greatly to a successful learning environment. It is my belief that more research is needed to establish practical application strategies that teachers can use to effectively create a strong and successful relationship with their students. My study addresses how this participant creates a purposefully designed learning environment that has a positive effect on her students’ learning. This study participant uses the relationships she deliberately creates with her students to enhance the learning environment. 37 CHAPTER 3 METHOD Research Design In this research study, I seek to explore the affective domain of teacher effectiveness using a single case study design. Case study research is a qualitative approach in which the investigator explores a real-life, contemporary bounded system (a case) over time, through detailed, in-depth data collection (Creswell, 2013). Yin (2009) writes that the case study’s unique strength is its ability to deal with a full variety of evidence sources such as documents, artifacts, interviews, and observations – beyond what might be available in other types of qualitative methods. He declares that use of the case study strategy has a distinct advantage when a ‘how’ or ‘why’ question is being investigated about a contemporary event over which the investigator has little or no control. The case study method allows investigators to retain the holistic and meaningful characteristics of real-life events (Yin, 2009). Yin writes that “case study research involves study in a real life context or setting” (p. 9). 38 Stake (1995) purports that qualitative researchers seek to understand a case –to appreciate the uniqueness and complexity of it, its embeddedness and interaction with its contexts (p. 16). Stake contends that the real business of case study is particularization, not generalization -- we take a particular case and come to know it well. He says qualitative study capitalizes on “ordinary ways of making sense” (p. 72). According to Stake, cases seldom exist alone, if there are phenomena in one, there are probably more somewhere else. Creswell (2009) says “often the distinction between qualitative and quantitative research is framed in terms of using words (qualitative) rather than numbers (quantitative)” (p. 3). That being the case, my use of the qualitative research method to determine a teacher’s affective acumen as opposed to evaluating her by her students’ test scores would seem like a ‘best fit’. Download 1.49 Mb. Do'stlaringiz bilan baham: |
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