Example Of A Qualitative Case Study

D: The client discussed interest in living in an Oxford house after his release from PWC ADC (6/19). The client stated that if he was released from PWC ADC today, he would not return or violate probation. The client discussed that being on probation is not an issue for him because he learned from his mistakes and is confident that he can remain sober long-term.

In “Writing to Read”, Graham and Hebert present the results of studies, which where thoroughly analyzed, in order to support the importance of writing instruction towards the development of reading skills. The report, however, was not created with the simple purpose of making an argument. Through the use of meta analysis, it recognizes the most effective approaches in order to aid teachers in developing and applying effective strategies.

The DeFord Theoretical Orientation to Reading Profile (TORP) was designed to differentiate preservice and in-service teachers according to their theoretical orientation to reading, the TORP consists of twenty eight items reflecting practices and beliefs about reading instruction. (https://eric.ed.gov/?id=ED236661, n.d.)

In chapter five, by Cris Tovani, “Why Am I Reading This” explains how educators need to establish a clear reading instructional plan. In order to accomplish understanding students need to concentrate on main ideas from the readings. Tovani explains that it is vital for teachers to model how students should hold their thinking or slow down their reading. Throughout the chapters she gives examples as question strategies, highlighting text, or summarizing key points. As this will benefit students in their reading assignment. Tovani also explains throughout the chapter that teachers should model thinking aloud. This strategy will benefit students on how to negotiate difficult text.

While all fields of academia possess some level of practical application, there remains an ever-important and all-encompassing skill which is needed to truly understand each subject: reading. Though literacy rates in the US near 100%, literacy unaccompanied by tools such as context, critical analysis, and sufficient skepticism can leave one lost in arduous texts and vulnerable to flawed arguments. This notion is rarely rejected by anyone at face value, rather, questions regarding the implementation and perceived importance of certain reading strategies alienates differing camps. Many attempts at mitigating the dilemma of subpar reading comprehension have been made, most notably, Daniel Willingham's proposed reform of early education, Michael

To assist students to “read with purpose and anticipation,” Vacca et al. (2014, p. 173) suggests, in their book Content Area Reading: Literacy and Learning Across the Curriculum, that teachers need to “create an instructional context” that activates their students’ “prior knowledge” and helps them to become interested in a lesson. Throughout chapter six, “Activating Prior Knowledge and Interest,” Vacca et al. (2014, pp. 172-173) explain instructional strategies that can lead students to “read with purpose and anticipation.” This chapter presents the reader with a plethora of instructional strategies and means for applying them, along with example for real educators. As I journeyed through this chapter, I discovered many instructional strategies,

Ms. Howard, at the time the plaintiff’s car entered the intersection you have stated that the light was yellow?

The research problem evolved when there was a growth in the need of literacy coaches (Smith, 2012). More commonly, literacy coaches were utilized at the elementary level, but now they were being used at the middle and secondary levels too. The first concern arose because middle school coaches do not see themselves as teachers of reading. Common instructional elements found to support in the teaching of reading did not exist at the upper levels. Another concern presented deals with trying to figure out how literacy coaching aligns with the contexts of teaching the middle school grades. These concerns manifested the problem that was investigated in this study (Smith, 2012). This problem was not clearly stated, but once the first several paragraphs were reread, the problem becomes clearer.

Tammy's urine tested positive for marijuana, Opioid, and Amphetamines. Tammy was admitted to Gulf Oak Hospital for having suicidal thoughts on 10-24-17. Tammy does not have a plan. Tammy stated to the doctor (Dr. Munera) that: "She has five children." Tammy stated to another staff member (Tabitha Cochan) that: "She has three boys and three girls. Tammy also stated to another staff member (Alexis Denring) that: " She has four boys and four girls." Tammy has conflict information concerning the children in the home. It is unknown if Tammy was using the drugs in the home. It is unknown if the children have access to the drugs. It is unknown if drugs are being manufactured in the home. It is unknown if drugs are sold in the

The proposed research project will use a qualitative exploratory case study approach. In this connection, review of disaster case studies already conducted such as flood disastrous events that have affected the Blood tribe in southern Alberta will offer insights to look at the Kashechewan case from a different

Mr. Staley is a 27 year old male who presented to the ED following an intention suicide attempt. Mr. Staley used a knife to make several lacerations to his left forearm, which many needed stitches. Mr. Staley reports relational conflict and legal issues as contributing factors to his distress. Mr. Staley reports depressive symptoms as: feelings of hopelessness, worthlessness, irritability, tearfulness, anhedonia, and insomnia for the past week. Mr. Staley denies homicidal ideation and symptoms of psychosis. He does not appear to be exhibiting of agitation or aggression.

Concept map - brainstorm of reading and writing strategies to include in sequence of learning – alignment of explicit teaching focus and Transformed Practice with curriculum framing should be evident here.

Jeffrey Wilhelm and his coauthors know that before reading can be learned, it must be taught. As students move on to more challenging texts in middle and high school, their reading skills don't grow automatically to meet those demands. They need help figuring out how to read, not just what to read. Strategic Reading provides the tools teachers need to help

The reason this research was created was to understand how teaching strategies really do impact English and reading comprehension. Coming up with a perfect strategy for students to reach comprehension in reading and English is not an easy task, but it can be done. “Whenever teachers are faced with the problem of students who do not have adequate comprehension skills, they need to be able to train those students to use metacognitive strategies; otherwise, these students will continue to read texts emphasizing only words and not meaning” (Ahmadi & Gilakjani, 2012, para. 1). This is where the different types of learning styles take place. Once teachers recognize what learning style each student has, doors will open for the teachers so that they can easily reach out to those who seem to struggle more with others. Metacognitive strategies work just as well. It is most important to see where students are at with their academics. This can define their strengths and

Everyday, teachers are faced with the challenge of teaching students new information that is valuable to their future. Teachers are responsible to determine what and how information is taught. How this information is taught to students is pertinent to their success; therefore, teachers must be able to use effective teaching methods in the classroom. Students have diverse learning styles; therefore, teachers need to determine how students learn best and pattern their teaching to accommodate these differences. During elementary school, children learn to read and write, acquire a basic understanding of content areas, and develop dispositions toward