Vol. 2 No. 2 (2023): Case studies from 2022-2023

In this issue, we have collated the case studies submitted to the journal, recognising that many of our readers may be looking at these case studies before or while undertaking similar studies on interventions in their own school. We hope that these examples are useful and interesting, showing how others have approached the same topic in ways that may be similar and yet different. The abstracts from each article are presented below to help encourage you to read more about the topic.
Webber presents an intervention that looks to address specific social and learning needs of Hong Kong secondary school students, with a focus on reintegrating students into an on-campus setting, and aimed at improving communication and socialisation among peers, providing time away from devices and screens, and improving focus and concentration in lessons. The question that this case study seeks to answer is: can a small-group, teacher-led and timetabled post-Covid-19 wellbeing intervention for six Grade 9 students in a Hong Kong secondary school help to improve the social and academic integration back into normal school routines? The findings of the case study, based upon both quantitative and qualitative data, are that whilst the intervention showed strong efficacy in promoting socialisation and time away from screens, it was less effective in improving focus in lessons. From triangulating the data and discussing it in relation to the literature, it is concluded that the focus of the intervention was perhaps too narrow, and that the programme could be improved through augmenting the timetable with further academic and pastoral support (e.g. counselling, discussion circles, study skills). These augmentations could provide a more holistic approach to reintegration back into school, and might prove especially useful for students with additional learning needs, who are likely to have been more severely affected by Covid-related school closures — as well as changes to learning environments, lack of agency and control, and more limited 1-1 support — than other students in the school.
Zou's case study aims to determine whether a pull-out intervention for pupils with ADHD is effective for these pupils’ Chinese-language learning. This intervention happens in a Hong Kong school, where English is used for teaching instruction, while Cantonese is generally most pupils’ native language and Chinese their third language. Students in Hong Kong are required to learn Chinese well, although Chinese is difficult to learn because of the complicated strokes and pronunciations. This case study focuses on individual students’ needs and provides insights into the intervention received. It adopts a subjectivist approach and uses qualitative methods. Data showed that the one-to-one intervention helped because of the focus on individual needs and its use of adaptive teaching methods. However, such an intervention is very costly, and with the current manpower in this field, it is hard to maintain the frequency that this kind of intervention needs. The effectiveness also varied for different pupils.
Chong's case study focuses on a small group pull-out writing intervention for Key Stage 3 pupils with dyslexia from a local Hong Kong secondary school and aims to evaluate the effectiveness of the current pull-out writing intervention for KS3 dyslexic pupils in meeting their unique needs and to determine if a revision of the approach is necessary. Data including observations, interviews, questionnaires were triangulated, with analysis revealing that while the intervention aimed to improve pupils' confidence and motivation in learning and help them become more autonomous, there was no formalized reading intervention, and the lack of a reading program negatively impacted pupils' ability to follow written instructions for written tasks. The study also found that there was no agreed-upon approach or methodology for helping with reading and writing consistently used throughout the intervention and transferred to the broader classroom. The study concludes that collaboration and coordination between the English and SEN departments is needed to streamline a consistent approach to support pupils with dyslexia. The study recommends incorporating typing practice in all interventions, extending writing interventions to have a more lasting effect, establishing a reading program or intervention for the whole class, and using the five writing strategies recommended by Slavin et al. (2019) to equip secondary school pupils with healthy writing routines beyond their school years.
Pham's case study aimed to examine the effectiveness of an English as an Additional Language (EAL) intervention for a small group of Grade 5 students. The intervention took place in an International Baccalaureate (IB) school in Ho Chi Minh City (Vietnam), focusing on developing the students' verbal expression and listening comprehension skills, while also building their social language and connections with peers. The study uses a mixed method case study approach, including unstructured, non-participant observations, an interview with the EAL teacher together with a survey sent to all the Grade 5 Homeroom teachers and TAs and students’ assessment data to critically evaluate the effectiveness of the intervention. Results indicate that the EAL intervention had a positive impact on the students' language skills and social connections, as evidenced by improvements in their verbal expression, listening comprehension, social language and peer connections; as well as characteristics of a good EAL practice model suggested by Carder (2007) and the Prism model of Thomas and Collier (1997) reflected in the EAL intervention. The session also proved the principles of the Responsive Classroom approach by NEFC, where students’ social and emotional development is of equal importance as their language and academic growth. The findings suggest that more helpful CPD activities and opportunities for students to enhance their communicative skills outside the classroom may offer promising approaches to improving EAL students' language proficiency and social integration.
Jones' case study examines a set of whole-class, virtues-based interventions with a cohort of KS3 students in Vietnam following the COVID-19 pandemic. The cohort was targeted due to perceived difficulties in readjusting to in-person lessons following several years of intermittent social isolation brought about by the pandemic at a critical point in the students’ social and emotional development. Interventions were selected to support them, addressing qualities such as empathy, kindness and respect, as well as skills such as living well with differences and expressing self-worth and self-image. This study sought to establish the extent to which targeted, intensive, whole-class interventions can support wellness and behaviour for learning in young adolescents following pandemic-related isolation. To this end, interviews with school staff and in-class observations were carried out, and school documentation was consulted, including behaviour and attendance records, as well as records of English grades before, during and after the pandemic lockdowns. Members of the cohort showed similar responses to pandemic lockdowns as did students in comparable contexts, including disengagement, lower attendance and poorer grades, and more pronounced negative effects for SEND students. School staff acknowledged a positive effect from the interventions, while also crediting the end of school closures and a return to relative normalcy as providing needed stability. Although findings are inconclusive as to the extent to which the initiative supported students, especially when considered in isolation from other variables, this study may serve as a useful base from which to explore further applications of virtues-based interventions for student wellness and behaviour.
Tsang's case study looks at the subject of Response to Intervention (RTI), which has gained significant traction in educational discourse since its emergence as an innovative approach in 2003 (Fuchs & Vaughn, 2003). The implementation of RTI was catalysed by the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA 2004), as previous practitioners predominantly relied on the inadequate IQ-achievement discrepancy (IAD) method for identifying children with learning disabilities (LD). This led to a disproportionate identification of minority students in education. Consequently, RTI has been widely adopted with the aim of optimising and standardising the identification process for children with LD. This case study investigates the efficacy of RTI in an international secondary school in the Hong Kong Special Administrative Region (HKSAR), with a particular focus on grade 6 and 8 students. The school employs the RTI model to accommodate learning diversity by utilizing a three-tiered system designed to support academically struggling students. The investigation commences with a literature review to scrutinize the RTI's theoretical framework, effectiveness, and limitations. Subsequently, the research methodology is delineated, encompassing the research design, data analysis, and findings, which elucidate the RTI's impact within the HKSAR international school context. While the findings corroborate the efficacy of RTI, they simultaneously reveal the shortcomings of its implementation and the pragmatic challenges associated with such interventions in real-world educational settings.
Blease's case study investigates a 1-to-1, teaching assistant-led, push-in intervention for Grade 8 students with Autism Spectrum Disorder (ASD) in an International School in Hong Kong. The research question focuses on the intervention's effectiveness in improving language skills and enhancing task understanding for students with ASD. Data collection includes semi-structured interviews, classroom observations, and assessment data. Findings indicate positive outcomes in language skill improvement for Grade 8 students with ASD through the intervention. Implications highlight the importance of addressing specific challenges, such as perspective understanding, conversational skills, sensory overload, and social interaction. The study underscores the significance of inclusive education and the school's responsibility in ensuring academic and social success for students with ASD. Recommendations include hiring additional Inclusive Education Specialist (IES) staff, increasing intervention sessions, and offering professional development for all teachers.
Fernández Rodríguez' case study highlights that in an English Medium Instruction (EMI) school all lessons and assessments are conducted in English, irrespective of the students’ native language or country of residence. When the school admits a student with limited English, policy dictates that it must provide the resources to improve their English skills. The literature around language development and school-based interventions presents a range of ways that this support can be provided. This case study asks to what extent a small-group teacher-led pull-out EAL intervention can help Form 2 pupils in an EMI Hong Kong Direct Subsidy School (DSS) develop in English? Using a combination of semi-structured interviews, observations and secondary data, the study concludes that there is value in the small-group approach, but that the school’s lack of capacity to continue the support beyond the initial upskilling in Form 2 means that the consequences of this decision may become visible in senior years when students need to prepare for their public exams. It recommends that lesson activities focused on listening and speaking skills and reading and writing tasks must be further developed and implemented. It further suggests that technology may be a useful way to do this.