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Journal articles on the topic 'School phobia - Case studies'

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Published: 4 June 2021

Last updated: 11 February 2022

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1

CHARTIER, M. J., J. R. WALKER, and M. B. STEIN. "Social phobia and potential childhood risk factors in a community sample." Psychological Medicine 31, no. 2 (February 2001): 307–15. http://dx.doi.org/10.1017/s0033291701003348.

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Background. This study examined the relationship between potential childhood risk factors and social phobia in an epidemiological sample. Identifying risk factors such as childhood adversities can often uncover important clues as to the aetiology of a disorder. This information also enables health care providers to predict which individuals are most likely to develop the disorder.Methods. Data came from the Mental Health Supplement to the Ontario Health Survey of a survey of 8116 Canadian respondents, aged 15–64. Social phobia was diagnosed using the Composite International Diagnostic Interview (CIDI). Childhood risk factors were assessed by a series of standardized questions.Results. A positive relationship was observed between social phobia and lack of close relationship with an adult, not being first born (in males only), marital conflict in the family of origin, parental history of mental disorder, moving more than three times as a child, juvenile justice and child welfare involvement, running away from home, childhood physical and sexual abuse, failing a grade, requirement of special education before age 9 and dropping out of high school. Many of these variables remained significant after controlling for phobias, major depressive disorder and alcohol abuse. The data also suggest that some childhood risk factors may interact with gender to influence the development of social phobia.Conclusions. Although an association was detected between social phobia and childhood risk factors, naturalistic prospective studies are needed to clarify the aetiological importance of these and other potential risk factors for the disorder.

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Jahan, Sultana, and Sailaja Bysani. "189 Emetophobia: The Specific Phobia of Vomiting: 2 Case Studies With 1-Year Follow-up." CNS Spectrums 23, no. 1 (February 2018): 108. http://dx.doi.org/10.1017/s1092852918000706.

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AbstractEDUCATIONAL OBJECTIVESAt the conclusion of the session, the participant should be able: 1) To recognize emetophobia & how it can lead to significant impairment & reduce quality of life; 2) To appreciate the prevalence of emetophobia among the general population, 3) To learn that the selective serotonin reuptake inhibitor sertraline can be effective for emetophobia; 4)Need for more research.INTRODUCTIONEmetophobia is an intense, irrational fear of vomiting. The prevalence rate of emetophobia in a community sample has been estimated to 8.8 % with a female to male ratio 4:1: It can occur at any age and can have a chronic course affecting one’s academic/career, family, and social life.METHODSCase 1: B. was a 7 year old female referred by her pediatrician for psychiatric evaluation for her intense fear ofvomiting. Mother shared that B’s overwhelming fear of vomiting started when she was 6 years old and it may have stemmed from an incident when one of B’s cousins threw up inside their van. At school, B constantly monitored whether or not anybody was getting sick around her. If she found out, someone was sick she began screaming and crying. B’s academic performance was negatively affected due to her intense irrational fear.Case 2: P was a 12 year male patient referred by his pediatrician for psychiatric evaluation after receiving 4 days inpatient treatment on the pediatric unit for dehydration. Patient reported that he was afraid of vomiting and gradually stopped eating and drinking & became so dehydrated that he was hospitalized. Several months prior to his hospitalization he had suffered from theflu & during that time he had intense vomiting and since then he has been fearful of a recurrence of the vomiting.After a complete psychiatric evaluation, a diagnosis of emetophobia was established for each patient. Both patients were treated with sertraline.RESULTSB and P both started with initial dose of sertraline 12.5mg daily and then increased gradually over a period of next few months. They responded well with sertraline. B and P continued sertraline 50mg daily and 25mg daily as a maintenance treatment respectively. At 1 year follow up visit both of them were symptoms free.CONCLUSIONSEmetophobia is a common and chronic debilitating mental illness. Still there are no treatment protocols and randomized controlled trials for the treatment of emetophobia. CBT/Exposure-based therapies are the most commonly used approaches for emetophobia per literature. More studies are needed for a better understanding of eremophobia, which is relatively deserted illness although it can cause as much suffering as other major psychiatric disorders do and any patient presenting with these symptoms deserve to be evaluated an managed with scientific understanding and guideline.Funding AcknowledgementsNo funding.

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3

McNamara, E. "The Self-Management of School Phobia: A Case Study." Behavioural and Cognitive Psychotherapy 16, no. 3 (July 1988): 217–29. http://dx.doi.org/10.1017/s0141347300013665.

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The successful resolution of a problem of school phobia using self-management strategies is reported. The clinical report is prefaced by the observation that differences of emphasis are apparent when authorative reviews of the field of self-management are considered—and the conclusion drawn is that the successful outcome could be used to lend support to Kanfer's two-stage model of self-regulation. The client, Anne, was a pupil in the first year of comprehensive schooling. She attended school on only four days during the first term. Problem analyses in terms of operant and classical learning theories are described, and intervention strategies were generated which were accommodated within Kanfer's two-stage model of self regulation. Anne self-recorded school attendance, lesson attendance and self-confidence. School attendance was immediately achieved and progress towards full lesson attendance was made over a seven-week period. Affective state (self-confidence) as assessed by self-report was observed to increase as lesson attendance improved but a temporal lag was observed. The report concludes with some observations of a theoretical nature and justification for the intervention to warrant the descriptor “self-management”.

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Ahrens-Eipper, Sabine, and Jürgen Hoyer. "Applying the Clark-Wells Model of Social Phobia to Children: The Case of a “Dictation Phobia”." Behavioural and Cognitive Psychotherapy 34, no. 1 (November 22, 2005): 103–6. http://dx.doi.org/10.1017/s1352465805002523.

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A specific type of social phobia – dictation phobia – was the main and unusual treatment problem in the cognitive-behavioural therapy for an 11-year-old schoolboy. For case formulation and treatment rationale, the social phobia model by Clark and Wells was used. The posttreatment assessment revealed clear positive treatment effects with respect to school grades, social anxiety and overall functioning. The model's applicability for children and adolescents is discussed.

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5

Townend, Michael. "Cognitive Therapy For Driving Phobia: Two Single Case Studies." Behavioural and Cognitive Psychotherapy 31, no. 3 (July 2003): 369–75. http://dx.doi.org/10.1017/s1352465803003114.

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6

Ball, Susan G., and Michael W. Otto. "Cognitive-Behavioral Treatment of Choking Phobia: 3 Case Studies." Psychotherapy and Psychosomatics 62, no. 3-4 (1994): 207–11. http://dx.doi.org/10.1159/000288925.

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7

Mądry-Kupiec, Małgorzata. "Multidimensionality of school phobia for the example of Matusz’s case study." Problemy Opiekuńczo-Wychowawcze 594, no. 9 (November 30, 2020): 31–40. http://dx.doi.org/10.5604/01.3001.0014.4867.

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The article deals with the problem of multidimensionality of the symptoms occurring in school phobia ‒ a disorder in relation to which a different, sometimes wrong diagnosis is made. The symptom appearing in a child is symbolic. It is often a signal that must be well recognised to find out its meaning, purpose and causes. Through the symptom, the child speaks about himself in the language that is available to him, because the symptom always communicates something. The article proposes different, general approach to the symptom in which the structure, time, emotions and types of symptoms are important. These issues are illustrated in an individual case study of a teenage Mateusz. The conclusion that arises after an in-depth case analysis allows us to believe, that effective psychological and pedagogical help requires following the child and what the child communicates consciously and unconsciously.

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Proskuryakova, L. A., and T. A. Nalimova. "Pedagogical Correction of Reading Phobia in Primary School Pupils: Methodical and Neurophysiological Aspects." Bulletin of Kemerovo State University 21, no. 4 (December 31, 2019): 1014–20. http://dx.doi.org/10.21603/2078-8975-2019-21-4-1014-1020.

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The research featured the phenomenon of the so-called reading phobia, which is characterized by an irrational obsessive fear of reading that interferes with the normal psycho-emotional development of the child, thus affecting their entire life. The paper introduces a new method of pedagogical correction of reading phobia in children of primary school age. The experiment involved six first-graders (four boys and two girls). They received correctional 40-minute classes twice a week for 3–6 months, depending on the complexity of each particular case of reading phobia. The authors developed six consecutive teaching methods: teamwork of the teacher, the psychologist, and the parents in a friendly atmosphere; face-toface work with the child; use of specially selected texts and methods of involving the child in the reading process; individual approach to the duration of classes, etc. The paper focuses on the neurophysiological characteristics and etiology of reading phobia. Reading phobia is described as a fear of reading instilled by adults, which often affects primary schoolers. The article also contains a list of negative effects of mental development and socialization that children with reading phobia are bound to face if they receive no special therapy. The developed method can be used by primary school teachers and psychologists.

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Berezina, K., S. Kotenko, and A. Malysheva. "PSYCHOSOCIAL FUNCTIONING OF PRE-ADOLESCENT CHILDREN IN FAMILIES WITH DIFFERENT ATTITUDES TOWARDS SCHOOLING." Psychology and Personality, no. 2 (September 14, 2021): 46–57. http://dx.doi.org/10.33989/2226-4078.2021.2.239955.

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The article is devoted to the analysis of differences in the psychosocial functioning of adolescents in families with different attitudes to school responsibilities. Modern school education provides a lot of space for creativity, the choice of methods of mastering the program, which, at the same time, is becoming more demanding. It can be difficult for parents to determine the extent to which they give their children homework responsibility. This is especially true for adolescents (9-12 years old), who no longer seem to need help and control in the school process. At the same time, complete lack of control can cause alarm on the part of all participants in this complex process. An experimental study found that adolescents whose parents do not consider it appropriate to interfere in the school process, show a low level of psychosocial development. This result may mean that these children lack the ability to perform daily activities and enter into relationships with people in a way that satisfies both parties. Most middle school students with low levels of psychosocial functioning usually have internalization problems. That is, it is difficult for them to show themselves and be socially active. Whereas externalized (external) symptoms of psychosocial development disorders are not expressed in both groups. An additional study of the level of anxiety revealed differences between the groups on the scales "separation anxiety", "social phobia" and "school phobia". In families where parents have dropped out of school for their children, starting in middle school, the level of anxiety on these scales is higher. On the scales "somatic symptoms of anxiety", "generalized anxiety disorder" there are no significant differences between the samples - in both groups, the indicators on these scales do not exceed an acceptable level. Thus, it can be assumed that the complete non-interference of parents in the school process of children in middle school can be perceived by them as a lack of parental attention, which affects the confidence in support in school activities, which, nevertheless, occupies a large place in children's daily lives. school age.

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Kuz, I. O., and O. V. Sheshukova. "ORAL CARE AND CHOICE OF MEDICINES FOR TREATING GINGIVITIS AND PERIODONTITIS IN CHILDREN WITH TYPE 1 DIABETES MELLITUS." Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 20, no. 1 (April 9, 2020): 199–204. http://dx.doi.org/10.31718/2077-1096.20.1.199.

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The anatomical and physiological characteristics of a growing organism require a specific approach to the prevention and treatment of periodontal diseases. Not enough attention is paid toward improving the oral health of children suffering from diabetes mellitus, as well as therapeutic and prophylactic measures aimed at preserving teeth and preventing exacerbations of the inflammatory process in periodontal tissues. The results of clinical studies indicate a high prevalence of dental diseases in patients with type I diabetes mellitus; there are not enough reliable results of such indicators depending on the age and duration of this endocrine pathology, diabetic complications, hypoglycemic therapy taking into account metabolic control. Diagnosis of periodontal diseases is complicated by the peculiarities of the child’s psychological perception, caused by age-specific characteristics and the influence of common manifestations of inflammatory diseases. Children of primary school age often demonstrate increased motor activity, a hyperergic reaction even to minor negative feelings, the difficulty of adequate behaviour in an unfamiliar environment and a correct assessment of what is happening, being stressed due to the presence of many phobias associated with doctors and medical manipulations, communicative difficulties caused by staying in the spotlight, meeting new people, talking with adults. Teaching children must necessarily be accompanied by educating parents, since within limited time interval of dental appointment a doctor does not have the opportunity to fully monitor and consolidate the knowledge and skills the child has received, and this responsibility falls on parents. In this case, some attention should be paid to issues of skills, motivation as well as on the importance dental care aspects for the development of the dentofacial system, since in the vast majority of cases, parents are not enough aware on these issues. In addition to educating and fostering the motivation, it is necessary to control the level of knowledge, the frequency and quality of tooth brushing. For young children, it is necessary to do complete cleaning up the chewing group of teeth due to the low level of children’s manual skills.

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Lackner, Ksenija A., Gail Moloney, Helen Stain, Ruth C. Ward, and Jay S. Birnbrauer. "Case Studies in Self-management: Valuable Learning Experiences." Behaviour Change 15, no. 3 (September 1998): 178–86. http://dx.doi.org/10.1017/s0813483900003065.

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Four self-management exercises completed by advanced psychology students as part of their course of instruction are summarised. The cases illustrate the level of sophistication of clinical replications that can be attempted in a semester unit. These cases were chosen because they targeted long-standing serious problems which none of the students thought would be responsive to behavioural-cognitive techniques applied by themselves. The problems were nocturnal bruxism, excessive urinary frequency, unassertiveness, and dog phobia. All were successful in meeting the initial therapeutic objectives that had been set, but gains were not maintained in the cases of bruxism and excessive urinary frequency. The value and problems associated with self-management exercises as a teaching tool are discussed.

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Karagün, Elif, Mustafa Yildiz, Çiğdem Çağlayan, and Zekiye Başaran. "Sixth-year follow-up of the effects of recreational activities found to eliminate the symptoms of social phobia and shyness." International Journal of Social Psychiatry 66, no. 6 (June 1, 2020): 553–59. http://dx.doi.org/10.1177/0020764020924702.

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Background: The lack of 6-year follow-up studies that test the effect of recreational activities in the recovery of social phobia and shyness symptoms is the reason to conduct this study. Aim: The purpose is to follow the effect of the 12-week recreational activity program found to eliminate social phobia and shyness symptoms after the completion of university studies in its sixth year. Methods: At the end of the 12-week recreational activity program that treats the symptoms of social phobia and shyness in university prep school students, 83 students who participated in the posttest both from intervention and control groups were invited to the study. In the sixth-year follow-up study, a total of 51 voluntary students – 32 from the intervention group and 19 from the control group – were administered the Liebowitz Social Anxiety Scale, the Shyness Scale and the Coopersmith Self-Esteem Inventory. Results: When the pretests and the sixth-year scores are compared, it is seen that it still has an improving effect on social phobia and shyness; when the posttests and the sixth-year tests are compared, no difference is seen regarding social phobia whereas it is seen that recovery still continues regarding the symptoms of shyness, and a decrease is seen in self-esteem. Discussion: While the improving effect of recreational activities on shyness and social phobia symptoms still continues, their effect on self-esteem decreases. Conclusion: It is suggested that recreational activities should be included in the programs at universities regarding personal and professional development, and the reasons for the decrease in self-esteem scores should be determined through more detailed studies.

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13

Biagini, Mary K., and N. J. Metuchen. "Library School Closings: Four Case Studies." Journal of Education for Library and Information Science 29, no. 4 (1989): 325. http://dx.doi.org/10.2307/40323605.

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14

Wikeley, Felicity, Louise Stoll, and Caroline Lodge. "Effective School Improvement: English Case Studies." Educational Research and Evaluation 8, no. 4 (October 2002): 363–85. http://dx.doi.org/10.1076/edre.8.4.363.8818.

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Hart, John. "Case Studies in School Development Planning." Management in Education 5, no. 3 (September 1991): 47. http://dx.doi.org/10.1177/089202069100500316.

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Stueart, Robert D. "Library school closings: Four case studies." Information Processing & Management 25, no. 5 (January 1989): 594. http://dx.doi.org/10.1016/0306-4573(89)90037-x.

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Poláchová, J. Vašťatková. "School case studies: Stories of self-evaluation." Pedagogická orientace 23, no. 6 (February 5, 2014): 810–22. http://dx.doi.org/10.5817/pedor2013-6-810.

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Příspěvek je věnován autoevaluaci jako strategii ovlivňující kvalitu vzdělávání a podporující rozvoj škol zevnitř. Představuje metodologii vzniku 30 případových studií českých škol, které zachycují průběh i souvislosti autoevaluace. Analýza výstupů studií psaných ve formě příběhů škol pak umožňuje stanovit závěry o charakteru autoevaluačních procesů z hlediska zavádění změny. Ukazuje, že se autoevaluace pozvolna a postupně dostává do života českých škol. V centru zájmu je i posouzení přínosu zvoleného výzkumného designu pro metodologii vícepřípadových studií.

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Abramowitz, Eitan G., and Pesach Lichtenberg. "Hypnotherapeutic Olfactory Conditioning (HOC):Case Studies of Needle Phobia, Panic Disorder, and Combat-Induced PTSD." International Journal of Clinical and Experimental Hypnosis 57, no. 2 (February 26, 2009): 184–97. http://dx.doi.org/10.1080/00207140802665450.

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19

Blackman, Maurice, and G. H. T. Wheler. "A Case of Mistaken Identity: A Fourth Ventricular Tumor Presenting as School Phobia in a 12 Year Old Boy*." Canadian Journal of Psychiatry 32, no. 7 (October 1987): 584–87. http://dx.doi.org/10.1177/070674378703200715.

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A 12 year old boy was diagnosed as having overanxious disorder of childhood and school phobia. He was later found to be suffering from the effects of a cerebral tumor. Surgical removal of the tumor led to alleviation of the anxiety. The authors utilize this case to illustrate some aspects of differential diagnosis in child psychiatry. In particular, they point out the necessity of comprehensive physical examination in child psychiatry inpatient units. The danger of attributing physical symptoms to functional illness purely in the absence of positive physical findings is noted. The importance of utilizing a biopsychosocial diagnostic model in child psychiatry is stressed.

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20

King, Neville J., David Heyne, and Thomas H. Ollendick. "Cognitive-Behavioral Treatments for Anxiety and Phobic Disorders in Children and Adolescents: A Review." Behavioral Disorders 30, no. 3 (May 2005): 241–57. http://dx.doi.org/10.1177/019874290503000304.

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This article provides an overview of cognitive-behavioural strategies used in the treatment of child-anxiety problems, emphasizing the need for exposure and caregiver involvement. Most of the paper focuses on developments in empirically supported cognitive-behavioral intervention protocols for generalized anxiety disorder, separation anxiety disorder, social phobia, specific phobia, and school refusal. The research status of interventions for phobias and anxiety disorders of children with disabilities, a much neglected area, is also considered. Particular attention is given to randomized controlled trials. Analogue studies are not included in this particular review, thus strengthening conclusions regarding treatment efficacy. In general, cognitive and behavioral strategies appear to be useful for these distressing child-anxiety problems; however, there is a limited understanding of the active components in treatment, treatment mechanisms of change, and prediction of treatment outcome.

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Kolko, David J., Teodoro Ayllon, and Carol Torrence. "Positive practice routines in overcoming resistance to the treatment of school phobia: A case study with follow-up." Journal of Behavior Therapy and Experimental Psychiatry 18, no. 3 (September 1987): 249–57. http://dx.doi.org/10.1016/0005-7916(87)90008-5.

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Clausen, Kurt W., and Dale R. Petruka. "Tending the Garden: Case Studies in School Stress." Clearing House: A Journal of Educational Strategies, Issues and Ideas 82, no. 4 (March 2009): 187–92. http://dx.doi.org/10.3200/tchs.82.4.187-192.

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23

Roberts, Val, and Sue Dudek. "Integration and the first school: Two case studies." Education 3-13 13, no. 1 (March 1985): 31–34. http://dx.doi.org/10.1080/03004278585200101.

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24

Ramsey, Brinton. "Case Studies as Learning Tools in School Reform." Practicing Anthropology 30, no. 2 (April 1, 2008): 10–13. http://dx.doi.org/10.17730/praa.30.2.87213457m18w7l80.

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Anthropological analysis of modern culture works by being critical. The job is to make visible—hence available for rethinking—the fundamental yet implicit assumptions that have structured the modern world system. …The point, therefore, is not to proclaim which values are right and which are wrong. Rather, the point is to develop new, critical perspectives on hegemonic values so that we -all of us—can discuss and perhaps revise them.

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Hickie, Ian, and Derrick Silove. "A Family Panics." Australian & New Zealand Journal of Psychiatry 23, no. 3 (September 1989): 418–21. http://dx.doi.org/10.3109/00048678909068300.

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We report the treatment of a family in which both spouses developed panic disorder, and their son school phobia, soon after the death of a close relative. The interactional style observed within this family suggested that interpersonal factors were important in the generation of anxiety in each member. Detailed case histories such as the one we report underscore the importance of a systemic perspective when assessing individuals who present with anxiety disorders.

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Hickie, Ian, and Derrick Silove. "A Family Panics." Australian & New Zealand Journal of Psychiatry 23, no. 3 (September 1989): 418–21. http://dx.doi.org/10.1177/000486748902300329.

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We report the treatment of a family in which both spouses developed panic disorder, and their son school phobia, soon after the death of a close relative. The interactional style observed within this family suggested that interpersonal factors were important in the generation of anxiety in each member. Detailed case histories such as the one we report underscore the importance of a systemic perspective when assessing individuals who present with anxiety disorders.

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Osborn, Kristen A. R. "The Impact of Affect Phobia Therapy (APT) on Alcohol Use Disorders (AUD)—Evaluating Three Case Studies." Pragmatic Case Studies in Psychotherapy 15, no. 3 (January 10, 2020): 258–71. http://dx.doi.org/10.14713/pcsp.v15i3.2058.

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Toby, Jackson. "Deadly Lessons: Understanding Lethal School Violence: Case Studies of School Violence Committee." Contemporary Sociology: A Journal of Reviews 33, no. 3 (May 2004): 358–59. http://dx.doi.org/10.1177/009430610403300359.

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Kavanagh, David J., Deborah A. Knight, and Vince Ponzio. "In Vivo Practice for Needle Phobia: Report on Two Cases." Behaviour Change 3, no. 1 (March 1986): 63–69. http://dx.doi.org/10.1017/s081348390000913x.

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Two case studies are described where in vivo practice was applied to needle phobia and associated vasovagal fainting. Substantial improvements in self-efficacy, anxiety and performance were obtained. Treatment gains generalised to other settings and were maintained at three to six months foliowup. In vivo practice is recommended for further research into needle phobias.

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Berry, Barnett. "Accountability, school reform, and equity: The troubling case of Sylvan school district." Urban Review 28, no. 3 (September 1996): 233–56. http://dx.doi.org/10.1007/bf02355339.

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Naidoo, Nirendran, and R. Naidoo. "Collaborative Computing as a Means of Overcoming Math Phobia in Primary School Learners: Case Study in Calculating Simple Perimeters." International Journal of Learning: Annual Review 14, no. 2 (2007): 181–94. http://dx.doi.org/10.18848/1447-9494/cgp/v14i02/45219.

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Almeida-García, Fernando, Rafael Cortés-Macías, and Krzysztof Parzych. "Tourism Impacts, Tourism-Phobia and Gentrification in Historic Centers: The Cases of Málaga (Spain) and Gdansk (Poland)." Sustainability 13, no. 1 (January 5, 2021): 408. http://dx.doi.org/10.3390/su13010408.

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This study analyzes the role of residents in urban tourist destinations affected by the increase in tourist flows, which have generated various problems such as tourism, gentrification and the emergence of tourism as a threat to residents. The role of residents in tourist destinations has not been analyzed regularly during the development process of destinations. We study two cases of historic centers in European cities, with the aim of comparing tourism problems, which are common to most European urban destinations. This study was conducted by administering surveys amongst residents of these historic centers (378 in Málaga, Spain, and 380 in Gdansk, Poland). These cities show a similar demographic size and urban characteristics. This is the first comparative research on tourism-phobia and gentrification in destinations, a field of analysis that is still not studied much. We develop specific scales to measure gentrification and tourism-phobia; moreover, we study the impact of some tourist problems that affect residents (noise, dirt, occupation of public spaces, etc.), and we show the spatial distribution of tourism-phobia. The same analysis instruments are used for both cities. The results of this study show that the tourism-phobia situation is different in the analyzed destinations. It is more intense in the case of Málaga than in Gdansk. The two historic centers are especially affected by the processes of increased tourist flows and the growth of new forms of tourist accommodation. The research results show that the residents’ annoyance caused by tourism gentrification is more intense than tourism-phobia. Both case studies highlight the residents’ complaints regarding the inadequate management of problems by public stakeholders and control measures.

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Ilomäki, Liisa, Minna Lakkala, and Sami Paavola. "Case studies of learning objects used in school settings." Learning, Media and Technology 31, no. 3 (September 2006): 249–67. http://dx.doi.org/10.1080/17439880600893291.

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Owen, Susanne Mary, Toabwa Toaiauea, Tekonnang Timee, Tebetaio Harding, and Taaruru Taoaba. "School leadership capacity-building: developing country successful case studies." International Journal of Educational Management 34, no. 10 (August 1, 2020): 1615–36. http://dx.doi.org/10.1108/ijem-10-2019-0379.

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PurposeSystems educational reform in developing countries through effective principal capacity- building programs is essential for improving student learning, with the purpose of this paper being to use case studies to identify key success factors in the implementation of an instructional leadership program in the developing country of Kiribati.Design/methodology/approachA case study approach involving mixed methods including semi-structured interviews and document analysis was used within three purposively sampled schools to examine implementation success factors relevant to instructional leadership literatureFindingsThe case studies reveal the overall value of the Kiribati instructional leadership program involving school leader workshops and ongoing coaching support, with instructional leadership reflecting directive and collaborative, as well as transformative theoretical aspects. Key implementation success factors within researched schools were leaders undertaking regular observations in classrooms, systematic tracking of student achievement and nurturing a positive culture for learning, as well as establishment of various collaborative processes involving community and teacher peer learning groups.Research limitations/implicationsThe study provides in-depth information through teacher and school leader interviews and examining relevant school documentation artefacts. A limitation is that the study involved only three schools and was undertaken less than a year into program implementation. Future research involving more schools and several years after implementation would be beneficial to investigate sustainability across the school system and longer-term program impacts.Practical implicationsThe data provides practical tips for school leaders regarding effective teacher capacity-building approaches, as well as providing information for policy makers, especially in developing countries, about effective professional development programs for school leaders and teachers. 10; 10;Originality/valueThe study examines a system-wide workshop series and coaching approach to school leader and teacher capacity-building in a developing country from a theoretical and practical perspective relevant to instructional leadership and also transformational leadership, which is an under-researched area. 10; 10; 10;

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Moore, David Thornton. "Learning at Work: Case Studies in Non-School Education." Anthropology & Education Quarterly 17, no. 3 (September 1986): 166–84. http://dx.doi.org/10.1525/aeq.1986.17.3.04x0569w.

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Singletary, Ted J. "Case Studies of Selected High School Environmental Education Classes." Journal of Environmental Education 23, no. 4 (July 1992): 35–40. http://dx.doi.org/10.1080/00958964.1992.9942806.

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Sagie, Netta, Miri Yemini, and Ullrich Bauer. "School-NGO interaction: case studies of Israel and Germany." International Journal of Sociology and Social Policy 36, no. 7/8 (July 11, 2016): 469–90. http://dx.doi.org/10.1108/ijssp-11-2015-0123.

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Purpose – The purpose of this paper is to examine the interaction between schools and non-governmental organizations (NGOs) in the Israeli and German education systems from the perspective of the stakeholders involved: school principals, the NGOs’ leadership, and regulatory authorities in each country. Design/methodology/approach – The study documents the process by which the interactions between schools and NGOs emerge, the motivations of each of the involved stakeholders, how stakeholders perceive the interaction and the power relations between the involved stakeholders. The study was conducted using the qualitative “grounded theory” methodology, which the authors applied to develop a concept that is anchored in data collected through the research and systematically analyzed. Findings – Using case studies, the authors examine how the relationships between the formal education system and the external entity are formed, reveal the motivations and strategies of the stakeholders involved in the interaction, and investigate the partnerships’ development process in the two different educational systems studied. Findings from the study leading to the conclusion that school-NGO interaction is based on entrepreneurial activities on the part of the school principals and the NGOs, which is gradually becoming institutionalized. Originality/value – Through this study, the authors have developed a new empirical based theory on the interaction between schools and NGOs as entrepreneurial activity.

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Tytler, Russell. "Case studies of student research projects in school science." Research in Science Education 18, no. 1 (December 1988): 160–68. http://dx.doi.org/10.1007/bf02356591.

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Moore-Cherry, Niamh, and John Tomaney. "Spatial planning, metropolitan governance and territorial politics in Europe: Dublin as a case of metro-phobia?" European Urban and Regional Studies 26, no. 4 (July 16, 2018): 365–81. http://dx.doi.org/10.1177/0969776418783832.

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The growing concentration of production and population in capital cities in Europe is accompanied by metropolitan governance reform with two policy objectives in mind. Firstly, capital cities are promoted as ‘national champions’ in the context of global territorial competition. Secondly, metropolitan regions are characterised by recurrent crises of ‘governability’ as economic, social, environmental and infrastructural interdependencies escape existing jurisdictional scales. However, this process is highly uneven, reflecting the ways in which cities are embedded in their national contexts. Drawing from the literature on varieties of capitalism, and in particular O’Riain’s perspective on the Irish case, we suggest that in an era when cities are claimed to be acting as ‘national champions’, territorial politics need to be more strongly foregrounded in these discussions. Through an in-depth qualitative case-study of Dublin (Ireland), we argue that while government power may be strongly centralised in the city of Dublin, the spatial entity of Dublin is relatively powerless. Despite a number of recommendations since the 1970s, there has been little will or action to meaningfully devolve power to the city-regional level in any way, contrary to comparative European experiences. The paper illustrates how a central state stranglehold over the Dublin metropolitan area is hampering the efficient governance and sustainable development of the city. These governance constraints at the sub-national level with significant planning implications indicate a reluctance to engage with the metropolitan as a particular territorial scale in Ireland – and a profound fixity in the architecture of the state. We term this metro-phobia.

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Enguita, Mariano F. "School and ethnicity: the case of gypsies." Pedagogy, Culture & Society 12, no. 2 (July 2004): 201–16. http://dx.doi.org/10.1080/14681360400200196.

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Ladouceur, Robert, Mark H. Freeston, Sarah Fournier, Michel J. Dugas, and Céline Doucet. "THE SOCIAL BASIS OF WORRY IN THREE SAMPLES: HIGH-SCHOOL STUDENTS, UNIVERSITY STUDENTS, AND OLDER ADULTS." Behavioural and Cognitive Psychotherapy 30, no. 4 (October 2002): 427–38. http://dx.doi.org/10.1017/s1352465802004046.

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Comorbidity data between Generalized Anxiety Disorder (GAD) and Social Phobia, studies of frequently reported worry themes, and various correlational studies have led to the idea that worries may have a social basis. This study investigates the social basis of worry in three samples with different ages. The samples consisted of 224 high-school students, 607 undergraduate students, and 125 older adults. All participants completed the Worry Domains Questionnaire (WDQ) and the Penn State Worry Questionnaire (PSWQ). We hypothesized that for each sample, the first factor extracted following factor analysis on WDQ items would reflect the most social content, and that social-related factors would be the best predictors of the global tendency to worry as measured by the PSWQ. Results supported the hypotheses with the exception of older adults, for whom the first extracted factor was not as obviously social as for the other two samples. Possible explanations are considered and theoretical and clinical implications are discussed.

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Winfield, Linda F. "Lessons From the Field: Case Studies of Evolving Schoolwide Projects." Educational Evaluation and Policy Analysis 13, no. 4 (December 1991): 353–62. http://dx.doi.org/10.3102/01623737013004353.

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This study describes changes that occurred in one of the nation’s largest urban school systems on the East Coast following passage of the Hawkins-Stafford Amendments. Case study methods were used to describe the central office and system role and changes at the elementary school level in selected sites. A major emphasis of central office framework for school wide projects (SWPs) was school-based management and instructional frameworks based on effective schools research. The primary type of instructional intervention at the school level was reduction of class size during reading and math instruction. School wide projects offer the potential for improving learning outcomes of disadvantaged students but require coordinated and direct support from the central office and district

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Hunt, Steven. "Getting Classics into Secondary Schools: Three Case Studies." Journal of Classics Teaching 19, no. 37 (2018): 64–70. http://dx.doi.org/10.1017/s2058631018000107.

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Despite the challenges which are involved, some secondary schools show determination to get Classics onto the timetable and into their curricular provision. The following three case studies draw on interviews with the people directly involved in doing so: the Principals and the teachers themselves. These experiences were captured at the time when they were getting Classics into their schools. The first is derived from an interview with a qualified specialist Classics teacher, ‘Rachel’, working in London. Latin already had a presence there from when the school had employed a part-time teacher; the remit was the development of a full Classics department. The second is based on interviews with the school head teacher and a non-specialist Modern Languages teacher ‘Yvonne’ who had been employed to start a Classics department from scratch in a school in the Midlands. The third is based on an interview with the Principal of an academy which had decided to introduce Latin not only into her own school with a new teacher ‘George’, but also into one that was not yet built. The respondents’ real names have, of course, been changed.

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Leonard, Jacqueline. "The Case of the First-Year Charter School." Urban Education 37, no. 2 (March 2002): 219–40. http://dx.doi.org/10.1177/0042085902372004.

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Glazer, Robert I., Robert F. Miller, and Harvey R. Kaslow. "How Not to Reform a Medical School: Three Case Studies." Academe 85, no. 6 (1999): 43. http://dx.doi.org/10.2307/40251800.

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Heydon, Rachel, and Vimala Ramachandran. "Getting Children Back to School: Case Studies in Primary Education." Canadian Journal of Education / Revue canadienne de l'éducation 27, no. 2/3 (2002): 315. http://dx.doi.org/10.2307/1602228.

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Nolan, C. J. Patrick, Deborah A. Ayres, Sandy Dunn, and David H. McKinnon. "Implementing computerised school information systems: Case studies from New Zealand." International Journal of Educational Research 25, no. 4 (January 1996): 335–50. http://dx.doi.org/10.1016/s0883-0355(97)89365-2.

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Wheeler, Keith A., and Lisa Bryce Lewis. "School-community links for environmental health: case studies from GREEN." Health Education Research 12, no. 4 (1997): 469–72. http://dx.doi.org/10.1093/her/12.4.469.

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Khamseh, Negar Sheikh Mohammadi, and Enrico De Angelis. "School Building Occupancy and Energy Efficiency Modelling: Two Case Studies." IOP Conference Series: Earth and Environmental Science 566 (October 29, 2020): 012012. http://dx.doi.org/10.1088/1755-1315/566/1/012012.

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Shigeno, Terilyn C., E. Earlynn Lauer, Craig A. Wrisberg, Danielle C. DeLisio, and Pin-Chen Lin. "Developing Attentional Control in High School Football: Two Case Studies." Journal of Sport Psychology in Action 10, no. 2 (December 18, 2018): 82–93. http://dx.doi.org/10.1080/21520704.2018.1518281.

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