Lorna Hamilton

Using case study in education research

PART ONE: THE CASE STUDY APPROACH IN EDUCATION RESEARCH Defining Case Study in Education Research Ideas as the Foundation for Case Study PART TWO: CHOOSING THE CASE STUDY ROUTE Key Purposes Key Decisions Ethics and Issues PART THREE: DOING A CASE STUDY Carrying out Your Study A Practitioner Perspective Approaches to Data Analysis Using Technology to Manage and Analyze Your Data PART FOUR: DISSEMINATING AND DEFENDING CASE STUDY APPROACH Finding Your Voice Sharing Case Study: Quality and Communication PART FIVE: COMMUNITY AND NETWORKING Virtual Environments and Collaborations Community Building Conclusion References Index

Take More time to Actually Listen: Students' Reflections on Participation and Negotiation in School.

Behaviour in schools is an emotive topic and one of enduring political interest and sensitivity. The media often portrays schools as violent and dangerous places and young people as ever more unruly. This paper explores findings from a recent large-scale national study on behaviour and focuses on the data from primary and secondary school students within this study. The comments and suggestions offered by students move beyond a discussion of behaviour to focus on the broader questions of participation, engagement and meanings of active citizenship in school.

Teachers, narrative identity and ability constructs: exploring dissonance and consensus in contrasting school systems

An exploration of the significance of ability beliefs in four case study schools in contrasting systems (independent and state comprehensives) provides a foundation for this paper. Through four delimited case studies using observations, semi‐structured interviews, telephone interviews and multiple perspectives, rich data emerged. Subsequently, drawing on dynamic concepts of identity, consideration was given to the ways in which teachers in case study schools reflected dissonance in their beliefs and actions. These dissonant moments were captured and analysed in relation to the many narratives helping to shape teacher identity and consideration was given to a sense of belonging to community and educational values.

A comparison of staff perceptions of behaviour in Scottish schools in 2009 and 2006

Behaviour in schools is an enduring public policy concern not only within the UK, but internationally also. Current concern should come as no surprise as behaviour is intimately connected with policy priorities for schools, namely raising standards of attainment and promoting social cohesion. Clearly, standards are threatened where disruptive behaviour takes place and teacher time is spent on maintaining an orderly classroom rather than on the formal curriculum. This article reports findings from two major surveys of perceptions of behaviour commissioned by the Scottish Government. It locates the work in the Scottish policy context and describes the contextual framework used to guide the collection and analysis of data. It highlights a positive move in perceptions particularly amongst secondary school teachers and suggests why this may be so.

Judgement Day is Coming!': young people and the examination process in Scotland

There is mounting evidence to suggest that the examination process is assuming greater importance in young people’s lives. Economic change has intensified demand for academic qualifications. An emphasis on viewing young people in terms of outcomes related to future identity and their success or failure within this context involves substantial pressure on pupil self esteem as a result of performance in high-stakes testing. Yet little is known about young people’s views about the examination process and what success or failure means from the perspective of pupils. This article draws on findings from a study focusing on the significance of exam taking from the perspective of pupils, parents and teachers living in Scotland. Drawing on interviews with pupils, teachers and a survey of parents in two Scottish high schools, we begin to explore the exam process and its impact upon the lives of young people, their families and school communities.

Teachers and the Very Able: case studies of four Scottish schools

High ability in children is a contentious issue in the Scottish educational system, which promotes equity through equality of opportunity in a non‐selective system. The aim of this research was to establish an understanding of the extent of available provision for very able children in a limited number of schools, and to chart teachers’ perceptions of high ability. Four Scottish schools were studied: one comprehensive high school and three primary schools, involving 17 teachers (primary principal and head teachers), one learning support teacher and three educational psychologists. Semi‐structured interviews, supported by open‐ended questionnaires, were the means of data collection. The data were submitted to a straightforward and qualitative content analysis. Results show tentatively that recognition of high ability is generally scarce in Scotland, that highly able pupils are often subjected to several decategorisations and that there is no consensus amongst teachers of how to understand high ability. A s...

Early professional development in the Scottish context: pre-service high school teachers and the management of behaviour in classrooms

This paper gives an account of an exploratory piece of research focused on understanding more fully the nature of pre-service teachers’ developing approaches to classroom behaviour management on a one-year postgraduate teacher education programme in the Scottish context. Drawing on individual and focus group interviews as well as journaling of significant behaviour management moments experienced by student teachers on school placements, key narratives are outlined and the complex tensions and issues arising from the data are discussed. The powerful narratives of control and compliance around young people and the emphasis on social and relational early professional learning as opposed to cognition are explored and discussed.

‘Silence does not sound the same for everyone’: student teachers’ narratives: Student Teachers’ Narratives Around Behavior Management in Scottish Schools

1. Lorna Hamilton[1][1] 1. 1University of Edinburgh, UK 1. Lorna Hamilton, School of Education, University of Edinburgh, Holyrood Road, Edinburgh, EH8 8AQ, UK. Email: Lorna.Hamilton{at}ed.ac.uk Discipline or behavior management in schools is a common concern for beginning

Silence Does Not Sound the Same for Everyone

1. Lorna Hamilton[1][1] 1. 1University of Edinburgh, UK 1. Lorna Hamilton, School of Education, University of Edinburgh, Holyrood Road, Edinburgh, EH8 8AQ, UK. Email: Lorna.Hamilton{at}ed.ac.uk Discipline or behavior management in schools is a common concern for beginning

Institutional narratives and the struggle for inclusive communities in the Greek context

ABSTRACT Drawing on research into three case study schools in the Greek context, this paper builds on narrative identity theory to conceptualise the nature of inclusion as part of institutional identity. The voices of head teachers, teachers and parents were analysed as they struggled with policy demands, pupil needs and lack of resources at a time of particular economic uncertainty at local and national levels. The narratives of stakeholders provide a rich account of the complexity of narratives within a web of influences which form divergent institutional stories as teachers and parents grapple with inclusion and inclusive practices. The study identified three forms of inclusion in case study schools: deep, surface and segregated, co-existing to a lesser or greater extent within institutions and their communities.