**2. Analysis and discussion of the results**

As it is illustrated in the findings, each case is a piece of reflective written text that could be discussed as cultivating communities of practices. The discourses are categorized as follows:

behavior problems, or the climate of the classroom. The cases are stories about chaotic classrooms, communication, motivation, relationships, and sociocultural contexts. It is necessary for the teacher to currently reflect on goal-setting activity and on the plan to teach. The follow-

Case Studies as Unconventional Meanings http://dx.doi.org/10.5772/intechopen.70247 221

The collected observations reflect the wide range of psychological principles and educational orientations explaining the facts. The case studies narrate about managing the classroom behavior and the individual behavior; presenting directly aggressive style, manipulative style, passive style, assertive style, or active style promoted by the members of the Romanian educational communities. The classrooms described by the target population are different social groups called permissive, aggressive, authoritarian, chaotic, authoritative, or democratic classrooms. These give the reason to develop reflective programs to train teachers in order to understand the processes of solving problems, cultivating collaborative work, and researching the best Romanian practices. It is dangerous to establish algorithms of feedback in the classroom without preparing teachers to create their own classroom rules. Despite the fact that the violence is a major problem in schools, a good management strategy might be able to combine authoritarian style, face-to-face style, offset style, seminar style, and cluster style. Features of the semantic network provide a substantial amount of emphatic elements, social and emotional intelligence, and gestures. The messages are coded or not, but the variables of

ing comments are important for the excursus (**Figure 3**):

**Figure 3.** Reflections and issues: a summary.


In terms of explanations, the cases are often complete, clear, and unambiguous. The target population narrates the response without difficulty. As answers, the texts remind that the communicative competence of the teacher is important. The frequently asked question is related to the teacher as a "co-communicator" because of the achievement problems. Our discussion is not based on gender-role stereotypes. Taking into account the sociocultural diversity, the collected data argues the necessity to delineate various students with achievement problems:


The analysis of the cases demonstrates that there are different realistic problems, including these in the following examples:


The exegesis illustrates the students typically characterized as students with achievement problems, but a special concern could be the issue of socioeconomic status, dealing with behavior problems, or the climate of the classroom. The cases are stories about chaotic classrooms, communication, motivation, relationships, and sociocultural contexts. It is necessary for the teacher to currently reflect on goal-setting activity and on the plan to teach. The following comments are important for the excursus (**Figure 3**):

The collected observations reflect the wide range of psychological principles and educational orientations explaining the facts. The case studies narrate about managing the classroom behavior and the individual behavior; presenting directly aggressive style, manipulative style, passive style, assertive style, or active style promoted by the members of the Romanian educational communities. The classrooms described by the target population are different social groups called permissive, aggressive, authoritarian, chaotic, authoritative, or democratic classrooms. These give the reason to develop reflective programs to train teachers in order to understand the processes of solving problems, cultivating collaborative work, and researching the best Romanian practices. It is dangerous to establish algorithms of feedback in the classroom without preparing teachers to create their own classroom rules. Despite the fact that the violence is a major problem in schools, a good management strategy might be able to combine authoritarian style, face-to-face style, offset style, seminar style, and cluster style.

Features of the semantic network provide a substantial amount of emphatic elements, social and emotional intelligence, and gestures. The messages are coded or not, but the variables of

**2. Analysis and discussion of the results**

220 New Pedagogical Challenges in the 21st Century - Contributions of Research in Education




• students who procrastinate,

• uninterested or alienated students.

these in the following examples:

• underestimation of learning task,

• students with negative, self-damaging thoughts,

• cases about high anxiety and constant worry,

• students promoting behavioral diversions,

• apathetic students, uninterested in the learning process,

• students dramatizing or ignoring the learning tasks.

• problems with high pressure because of the social comparisons,

• unrealistic expectation achievements,

• perfectionists students,

• nonperformance,

As it is illustrated in the findings, each case is a piece of reflective written text that could be discussed as cultivating communities of practices. The discourses are categorized as follows:

In terms of explanations, the cases are often complete, clear, and unambiguous. The target population narrates the response without difficulty. As answers, the texts remind that the communicative competence of the teacher is important. The frequently asked question is related to the teacher as a "co-communicator" because of the achievement problems. Our discussion is not based on gender-role stereotypes. Taking into account the sociocultural diversity, the collected data argues the necessity to delineate various students with achievement problems:

The analysis of the cases demonstrates that there are different realistic problems, including

The exegesis illustrates the students typically characterized as students with achievement problems, but a special concern could be the issue of socioeconomic status, dealing with


• students with failure syndrome developing self-handicapping strategies,

• students interested in protecting their self-worth by avoiding failure,

• students with low motivation, with support, or undercut motivation,

communication differ in the function of the aims. A number of barriers or communication limits, misunderstandings, and psychological distortions are typical for the semantics analyzed. The antagonist cultures of the players involved in the educational process are indicated by the vocabulary. The lexical is "clear," "truth," connected to "learning landscape," "direct," inherently including the symbolic representation of educational problems. Different aspects of language from the data collected may explicitly prove that the findings are re-lexicalizations of putting into relationship the human spirits. Some different cases should be considered as a transfer of human agency from the contemporary society to the learning space. It may be about the observation of social codes in educational contexts.

It is impossible to reflect upon case studies without considering the social mental aspect that is being communicated. Educational communication working practices gain meaning because of the network that links cultures, thoughts, and words; communication is a condition of contemporary social people, but it is an effect that creates links between people. As a result of interpreting the findings from this perspective, the potential explanation refers to the social kaleidoscopic of school life. Anthropological linguistics regard state learning practices, mentalistic structures of the cases, learning strategies, life styles, learning styles, teaching styles, communication styles, level of rationale involved in case studies such as storytelling, "remarkable" patterns of social network from the classroom, etc.

contradictory norms, etc. It indicates subjectivity, new logical relationships, different geometrical configurations of social dissonance [3], liaisons of both—deontic and epistemic authority, socioeconomic troubles, new power manifestation in society and in school, etc. This new register emerges from the borders between the official discourses on education and —paradoxically—implicit 'dialect, educational communication. The changes of status and roles of the educational community members are reflected in the immediate linguistic context. This demonstrates that the map of educational communication shows different levels of motivation, tensions, different needs, various distances adopted in communications, a renegotiated truth of discipline in classroom or in school, etc. Some of the written narratives showed the-

Case Studies as Unconventional Meanings http://dx.doi.org/10.5772/intechopen.70247 223

matic statements that were identified (**Figure 5**):

**Figure 5.** Example utterance connected to observational categories.

**Figure 4.** Content analysis of negative communication.

In terms of educational communication, the narratives are dialogical forms of knowledge and are logically linked to innovations in education. Various members of the educational communication socialize, exchange meanings, send and reframe messages, relationships, influence each other, rethink solutions, etc. The critical exegesis of the case studies collected indicates that its linguistics forms are closed to news press or Internet styles. All the patterns of conversations found on socialization networks (Yahoo, Facebook, and mobile phones) as well as the representation of the case studies in terms of tacit knowledge involves interpersonal elements and social semiotics. Concise and accessible narratives are connected to the plurality of voices from the press: the language illustrates ways of coding social values, consensus and contradictions, and conversation and transitivity. The linguistic structure of storytelling confirms the schemes of modality: terms such as "with regret," "should," "may," "fair," "correct," are consistent details of descriptions. The model of educational communication is very much depended on syntax, terminology, contents, and dynamic of interaction (as in news) through cases. Educational communication becomes an interaction between people, intra-, and inter-groups (students, teachers, staff members, educational decision-makers, etc.). From these interactions, it is possible to delineate options of participants, new assumptions, connections with theories, and a new cognitive map of the ideational functions.

The communicative interaction from stories looks into the terms of disagreement presentation. There are many varieties of negative communication configurations. This means (**Figure 4**):

The cognitive representation of the whole map of communication as a result of the research could be drowned by the following patterns: a few normal teacher-students relationships, huge disagreements between different groups of students, people insolated from the educational organization, adverse effects of the mechanical confrontations between different tribes or cultures, a negative agency in the schools reflecting the conflicts from the entire society,

**Figure 4.** Content analysis of negative communication.

communication differ in the function of the aims. A number of barriers or communication limits, misunderstandings, and psychological distortions are typical for the semantics analyzed. The antagonist cultures of the players involved in the educational process are indicated by the vocabulary. The lexical is "clear," "truth," connected to "learning landscape," "direct," inherently including the symbolic representation of educational problems. Different aspects of language from the data collected may explicitly prove that the findings are re-lexicalizations of putting into relationship the human spirits. Some different cases should be considered as a transfer of human agency from the contemporary society to the learning space. It may be

It is impossible to reflect upon case studies without considering the social mental aspect that is being communicated. Educational communication working practices gain meaning because of the network that links cultures, thoughts, and words; communication is a condition of contemporary social people, but it is an effect that creates links between people. As a result of interpreting the findings from this perspective, the potential explanation refers to the social kaleidoscopic of school life. Anthropological linguistics regard state learning practices, mentalistic structures of the cases, learning strategies, life styles, learning styles, teaching styles, communication styles, level of rationale involved in case studies such as storytelling,

In terms of educational communication, the narratives are dialogical forms of knowledge and are logically linked to innovations in education. Various members of the educational communication socialize, exchange meanings, send and reframe messages, relationships, influence each other, rethink solutions, etc. The critical exegesis of the case studies collected indicates that its linguistics forms are closed to news press or Internet styles. All the patterns of conversations found on socialization networks (Yahoo, Facebook, and mobile phones) as well as the representation of the case studies in terms of tacit knowledge involves interpersonal elements and social semiotics. Concise and accessible narratives are connected to the plurality of voices from the press: the language illustrates ways of coding social values, consensus and contradictions, and conversation and transitivity. The linguistic structure of storytelling confirms the schemes of modality: terms such as "with regret," "should," "may," "fair," "correct," are consistent details of descriptions. The model of educational communication is very much depended on syntax, terminology, contents, and dynamic of interaction (as in news) through cases. Educational communication becomes an interaction between people, intra-, and inter-groups (students, teachers, staff members, educational decision-makers, etc.). From these interactions, it is possible to delineate options of participants, new assumptions, connec-

The communicative interaction from stories looks into the terms of disagreement presentation. There are many varieties of negative communication configurations. This means (**Figure 4**): The cognitive representation of the whole map of communication as a result of the research could be drowned by the following patterns: a few normal teacher-students relationships, huge disagreements between different groups of students, people insolated from the educational organization, adverse effects of the mechanical confrontations between different tribes or cultures, a negative agency in the schools reflecting the conflicts from the entire society,

about the observation of social codes in educational contexts.

222 New Pedagogical Challenges in the 21st Century - Contributions of Research in Education

"remarkable" patterns of social network from the classroom, etc.

tions with theories, and a new cognitive map of the ideational functions.

contradictory norms, etc. It indicates subjectivity, new logical relationships, different geometrical configurations of social dissonance [3], liaisons of both—deontic and epistemic authority, socioeconomic troubles, new power manifestation in society and in school, etc. This new register emerges from the borders between the official discourses on education and —paradoxically—implicit 'dialect, educational communication. The changes of status and roles of the educational community members are reflected in the immediate linguistic context. This demonstrates that the map of educational communication shows different levels of motivation, tensions, different needs, various distances adopted in communications, a renegotiated truth of discipline in classroom or in school, etc. Some of the written narratives showed thematic statements that were identified (**Figure 5**):

Some of the writings focus on the operational dimension of the classroom: the need of strategies, principles, techniques, or any mechanisms to solve the case. There are specified different "surviving techniques or measures," "domination principles," "stress," "risks," "confrontations," "negative attitudes toward one another," "divergent behaviors," "revolt toward formal authority," "unfriendly relationships," and "ambitions." The language of the case studies reflects a rigorous sociometric exegesis of micro-social picture. This image, of reject each other, is contrary to the normal classroom. All the cases are related to classroom management, educational communication, assessment, educational psychology, educational sociology, and educational counseling and suggest new critical reflections in order to establish new connections between the fields that contribute to conceptualizing learning. A new pedagogy as a hybrid entity could produce new methodological guidelines for new needs of education. Traditional approaches of the educational groups as well as the creative steps of engaging students in learning could solve the sophisticated educational situations collected in the present research.

teachers, and parents. The effort to analyze the data is an active interpretation of facts, attitudes, expectations, behaviors, meeting of minds, thoughts, professional practices, beliefs, and perspectives on human understanding, spatiotemporal meanings, etc. The chapter starts with a classic expression of the problem going to intersubjective-objectivist understandings

Case Studies as Unconventional Meanings http://dx.doi.org/10.5772/intechopen.70247 225

This exploration of the data collected by contemporary learning cultures produces explanations about both mental processes and "making meanings." For individuals, communities,

A consequence of the target population's differential way of responding to the task is the wide range of discourses. Several respondents mention in a visual way the problem from the case; images are powerful. Another writings are correct procedures to represent the potential achievement of a pupil. Several narratives detail the cultural context of the cases. Some cases are descriptions of daily situations from the classroom—drawing the hesitant, the unmotivated, the anxious, the dependent, the untypical, or the poor learner. These views reject the universal commodity of understanding the case study as a turbulence in transition. In contrast, the issue of ethnicity, the home-school relations, the identities of the school, and the special educational needs are all themes presented in the examined descriptive profiles, requiring conventional and unconventional discussions. The case-data are untheorized situations about

The research is a unique approach on the Romanian curriculum, based on a very complex investigation, risky for the researcher (because of the Romanian Eastern countries' social problems), and proving a problematic image of the reality. Each case is both a metaphor and a truth and the knowledge is context-dependent. Most of the cases reported are explained by social dissonance [3]: the counter-cultures of the families, of the schools, and of the society. The discussion is complex because values, beliefs, ethics, attitudes, and behaviors of those involved are antagonistic. Interpretive analysis of the data requires multiple dimensionalities [1, 2] of the data collected—psychological, didactical, sociolinguistical, logical, and openended strategies. The multiple sources of evidence could be connected to the human agency in the classroom, in the school, and in the society. As an educational situation, each case study is a classic representation of student life, classroom life, or school life; as a human agency, the inflexible practices suggest the lack of cultural synchronization between educational process

From the vantage point of linguistics and semiotics, the words inserted in narratives are related to various functions of educational communication [2, 3]. The words from the data collected

and organizations, the learning is important in order to generate a shared experience.

of the case study.

• Behaviorist dysfunctionalities,

• Social learning interactions.

There appear several sides of learning in the discourses:

• Cognitive recombinations of the reflections,

• Constructivists conceptual structures,

values, cognitive styles, and the curriculum.

players.

Following the scientific conventions that aim producing rigorous and credible research, the data collected have been analyzed both in terms of descriptive and explanatory case studies. The literature of analyzing case study contains various strategies: logic models, explanation building, process and outcome evaluations, cross-case synthesis, and rival explanations. The theoretical positions of this research design (systematic requirement of case study investigation, results, validity, relevance for generalization, sensitivity, etc.) are convergent with communication literature initiatives based on cross-case synthesis and rival explanations. The data collected indicate a sophisticated social network of educational case studies. The systematic analysis of narratives indicates the following qualitative cross-synthesis: classmates' relationships; educational communication in school; outside school interventions, community illness (as values, attitudes, relationships, etc.), features of the educational atmosphere, etc. The case study analysis demonstrates the heterogeneity of multiform risks: risks of replicating the identity of bad or even the worst human agency in everyday life, the risks of disturbing communication, the risks of amplifying confrontations between groups, the risks of "soul" pain, etc. The results are interpreted from two viewpoints: educational communication paradigms—synchronous and asynchronous—and the words as indicators used by the target population to describe or to explain the cases.

The reflective nature of learner and learning require exploring alternative ways of lesson planning and instruction. The categories and outcomes for design instructional objectives could evaluate how well the teachers work: knowledge, understanding, application, thinking skills, general skills, attitudes, interests, appreciations, and adjustments. Helpful guidelines for future managing classroom behavior could be used differentiating between social and scientific attitudes; between personal, educational, and vocational interests; or between social and emotional adjustments. The design lesson takes into account various ways of thinking creative, critical, and caring thinking.

Not surprisingly, the amount of writings covers the assumption about the interdependence between minds and cultures or about models of minds and models of education. The narratives are ways of thinking about the conception regarding the mental abilities of learners, teachers, and parents. The effort to analyze the data is an active interpretation of facts, attitudes, expectations, behaviors, meeting of minds, thoughts, professional practices, beliefs, and perspectives on human understanding, spatiotemporal meanings, etc. The chapter starts with a classic expression of the problem going to intersubjective-objectivist understandings of the case study.

There appear several sides of learning in the discourses:

• Behaviorist dysfunctionalities,

Some of the writings focus on the operational dimension of the classroom: the need of strategies, principles, techniques, or any mechanisms to solve the case. There are specified different "surviving techniques or measures," "domination principles," "stress," "risks," "confrontations," "negative attitudes toward one another," "divergent behaviors," "revolt toward formal authority," "unfriendly relationships," and "ambitions." The language of the case studies reflects a rigorous sociometric exegesis of micro-social picture. This image, of reject each other, is contrary to the normal classroom. All the cases are related to classroom management, educational communication, assessment, educational psychology, educational sociology, and educational counseling and suggest new critical reflections in order to establish new connections between the fields that contribute to conceptualizing learning. A new pedagogy as a hybrid entity could produce new methodological guidelines for new needs of education. Traditional approaches of the educational groups as well as the creative steps of engaging students in learning could solve the sophisticated educational situations collected in the pres-

224 New Pedagogical Challenges in the 21st Century - Contributions of Research in Education

Following the scientific conventions that aim producing rigorous and credible research, the data collected have been analyzed both in terms of descriptive and explanatory case studies. The literature of analyzing case study contains various strategies: logic models, explanation building, process and outcome evaluations, cross-case synthesis, and rival explanations. The theoretical positions of this research design (systematic requirement of case study investigation, results, validity, relevance for generalization, sensitivity, etc.) are convergent with communication literature initiatives based on cross-case synthesis and rival explanations. The data collected indicate a sophisticated social network of educational case studies. The systematic analysis of narratives indicates the following qualitative cross-synthesis: classmates' relationships; educational communication in school; outside school interventions, community illness (as values, attitudes, relationships, etc.), features of the educational atmosphere, etc. The case study analysis demonstrates the heterogeneity of multiform risks: risks of replicating the identity of bad or even the worst human agency in everyday life, the risks of disturbing communication, the risks of amplifying confrontations between groups, the risks of "soul" pain, etc. The results are interpreted from two viewpoints: educational communication paradigms—synchronous and asynchronous—and the words as indicators used by the target

The reflective nature of learner and learning require exploring alternative ways of lesson planning and instruction. The categories and outcomes for design instructional objectives could evaluate how well the teachers work: knowledge, understanding, application, thinking skills, general skills, attitudes, interests, appreciations, and adjustments. Helpful guidelines for future managing classroom behavior could be used differentiating between social and scientific attitudes; between personal, educational, and vocational interests; or between social and emotional adjustments. The design lesson takes into account various ways of thinking—

Not surprisingly, the amount of writings covers the assumption about the interdependence between minds and cultures or about models of minds and models of education. The narratives are ways of thinking about the conception regarding the mental abilities of learners,

ent research.

population to describe or to explain the cases.

creative, critical, and caring thinking.


This exploration of the data collected by contemporary learning cultures produces explanations about both mental processes and "making meanings." For individuals, communities, and organizations, the learning is important in order to generate a shared experience.

A consequence of the target population's differential way of responding to the task is the wide range of discourses. Several respondents mention in a visual way the problem from the case; images are powerful. Another writings are correct procedures to represent the potential achievement of a pupil. Several narratives detail the cultural context of the cases. Some cases are descriptions of daily situations from the classroom—drawing the hesitant, the unmotivated, the anxious, the dependent, the untypical, or the poor learner. These views reject the universal commodity of understanding the case study as a turbulence in transition. In contrast, the issue of ethnicity, the home-school relations, the identities of the school, and the special educational needs are all themes presented in the examined descriptive profiles, requiring conventional and unconventional discussions. The case-data are untheorized situations about values, cognitive styles, and the curriculum.

The research is a unique approach on the Romanian curriculum, based on a very complex investigation, risky for the researcher (because of the Romanian Eastern countries' social problems), and proving a problematic image of the reality. Each case is both a metaphor and a truth and the knowledge is context-dependent. Most of the cases reported are explained by social dissonance [3]: the counter-cultures of the families, of the schools, and of the society. The discussion is complex because values, beliefs, ethics, attitudes, and behaviors of those involved are antagonistic. Interpretive analysis of the data requires multiple dimensionalities [1, 2] of the data collected—psychological, didactical, sociolinguistical, logical, and openended strategies. The multiple sources of evidence could be connected to the human agency in the classroom, in the school, and in the society. As an educational situation, each case study is a classic representation of student life, classroom life, or school life; as a human agency, the inflexible practices suggest the lack of cultural synchronization between educational process players.

From the vantage point of linguistics and semiotics, the words inserted in narratives are related to various functions of educational communication [2, 3]. The words from the data collected are considered ways to express meanings. One of the most widely used analysis in case study relates to semantics as the study of meanings of the words. In the context of this investigation, it is necessary to explain that case study refers to the definition from literature [1] and semantics. This is important because it is in line with denotation (as emotional overtones of case study) and its connotations (as nonexplicit meanings).

The critical analysis of the case studies has revealed that words are linguistic entities giving sense to verbal messages. For example, most of the titles of the cases presented by Romanian press contain key knowledge important for the changes of the information in the society: "without education, without future" interrelate social and educational perspectives. The words are tools of educational communication with a role in expressing thinking, knowledge, feelings of those involved, and features of the educational environment. Discourses are logical systems of sentences, phrases, and meanings describing the educational reality from poliphonic views: philosophical, psychological, and social in a constructivist or in a postmodern way, etc. Words are signs that enable participants in an educational environment to organize communicative roles. This approach has the potential to deal with linguistic relativity given the social context of language.

The wordings from the findings could be considered an example of a particular discourse community, an educational discourse distinctive by the fact that the problems of learning are the most significant resources to explain interactions between students, teachers, educational staff, parents, inspectors, press, etc. Changes in meanings are inserted in the descriptions of the cases. In terms of linguistic analysis product, the formal question concerning the presentation of case studies maintains the cognitive system of the target population. "Control area," "confrontations," "limits of the educational situation," "opposite rationales or arguments," "lack of communication," "barriers", "real problem", "problem-solving", "rebellion", "judgments", "dispute", "fight," "refusal/denial" are words demonstrating that the descriptive style relocate meanings in a new social agency. There are speaker-learners, speaker-teachers, active speakers, neutral speakers, critical speakers, etc. Linguistic equipment is closely in relation to counter-cultures from the educational space. In such circumstances, social dissonance [3] is sustained by a new property of linguistic competence: formal and informal mental heritage is reconstructed in a new habitual social language. Literature in the fields contains various theories according to agency: mechanical agency (agents and objects), actional agency (agents and action), and cognitive agency (agents and attitudes). These conventions are included in the exegesis. Empirical explanations of target population indicate a new common sense of a new moral agency in the classroom (**Figure 6**).

There are connections to the moral curriculum, to the classroom management as a moral activity, to the direct and indirect moral instruction, to the moral atmosphere from education (e.g., sociomoral atmosphere in the class). In terms of micro-level indicators, the written communications contain signs that reflect distributed cognition, moral cognition, cultural models, conceptual brands (multi-literacies), gender issues, technical steps of communication or classroom management laboratory (e.g., prototypical schemas and subschemas or subsets of knowledge stored into memory). These lead to intersubjectivity and interactivity in communication and to mental representations of behavior involved. The construction of realities within cases uses words as ingredients of language: there are interactions between peers, between parents and students, between community and school, between educational staff and press, mass media effects and students, between students and teachers, and between

Case Studies as Unconventional Meanings http://dx.doi.org/10.5772/intechopen.70247 227

The framework of micro-paradigm suggests some formal structure involved within cases' identity: "un-pleasant," "guilty," "incident," "bad," "worst," "beaten," "unsatisfied," "fight," "disturbed," "broken," "fear," "tensions," "pressure," "mistake," "contradictions," "myth," etc. The qualitative analysis of the texts reveals multiple images of social dissonances. The theory, research, practice, and evaluations of education from the texts reflect the appetite of

organizations.

**Figure 6.** Countercultures: types of response.

**Figure 6.** Countercultures: types of response.

are considered ways to express meanings. One of the most widely used analysis in case study relates to semantics as the study of meanings of the words. In the context of this investigation, it is necessary to explain that case study refers to the definition from literature [1] and semantics. This is important because it is in line with denotation (as emotional overtones of case

The critical analysis of the case studies has revealed that words are linguistic entities giving sense to verbal messages. For example, most of the titles of the cases presented by Romanian press contain key knowledge important for the changes of the information in the society: "without education, without future" interrelate social and educational perspectives. The words are tools of educational communication with a role in expressing thinking, knowledge, feelings of those involved, and features of the educational environment. Discourses are logical systems of sentences, phrases, and meanings describing the educational reality from poliphonic views: philosophical, psychological, and social in a constructivist or in a postmodern way, etc. Words are signs that enable participants in an educational environment to organize communicative roles. This approach has the potential to deal with linguistic relativity given

The wordings from the findings could be considered an example of a particular discourse community, an educational discourse distinctive by the fact that the problems of learning are the most significant resources to explain interactions between students, teachers, educational staff, parents, inspectors, press, etc. Changes in meanings are inserted in the descriptions of the cases. In terms of linguistic analysis product, the formal question concerning the presentation of case studies maintains the cognitive system of the target population. "Control area," "confrontations," "limits of the educational situation," "opposite rationales or arguments," "lack of communication," "barriers", "real problem", "problem-solving", "rebellion", "judgments", "dispute", "fight," "refusal/denial" are words demonstrating that the descriptive style relocate meanings in a new social agency. There are speaker-learners, speaker-teachers, active speakers, neutral speakers, critical speakers, etc. Linguistic equipment is closely in relation to counter-cultures from the educational space. In such circumstances, social dissonance [3] is sustained by a new property of linguistic competence: formal and informal mental heritage is reconstructed in a new habitual social language. Literature in the fields contains various theories according to agency: mechanical agency (agents and objects), actional agency (agents and action), and cognitive agency (agents and attitudes). These conventions are included in the exegesis. Empirical explanations of target population indicate a new common sense of a

There are connections to the moral curriculum, to the classroom management as a moral activity, to the direct and indirect moral instruction, to the moral atmosphere from education (e.g., sociomoral atmosphere in the class). In terms of micro-level indicators, the written communications contain signs that reflect distributed cognition, moral cognition, cultural models, conceptual brands (multi-literacies), gender issues, technical steps of communication or classroom management laboratory (e.g., prototypical schemas and subschemas or subsets of knowledge stored into memory). These lead to intersubjectivity and interactivity

study) and its connotations (as nonexplicit meanings).

226 New Pedagogical Challenges in the 21st Century - Contributions of Research in Education

the social context of language.

new moral agency in the classroom (**Figure 6**).

in communication and to mental representations of behavior involved. The construction of realities within cases uses words as ingredients of language: there are interactions between peers, between parents and students, between community and school, between educational staff and press, mass media effects and students, between students and teachers, and between organizations.

The framework of micro-paradigm suggests some formal structure involved within cases' identity: "un-pleasant," "guilty," "incident," "bad," "worst," "beaten," "unsatisfied," "fight," "disturbed," "broken," "fear," "tensions," "pressure," "mistake," "contradictions," "myth," etc. The qualitative analysis of the texts reveals multiple images of social dissonances. The theory, research, practice, and evaluations of education from the texts reflect the appetite of the respondents to consuming science. The verbal statements are connected to the story from the case study. The following example is in relation to the epistemology of scientific argument: "A shocking incident was in Motru. A student throws himself on the window because of bad marks in biology." The rhetorical point of the case is related to canonical methodology providing explicit questions, using scientific tools, arguments, and adapting professional protocols.

• Hermeneutic meaning is based, first of all, on the contemporary learning culture. The exercise is clearly linked to curriculum. It is not surprising that there are involved critical issues concerning curriculum planning and development, curriculum management, teaching per-

Case Studies as Unconventional Meanings http://dx.doi.org/10.5772/intechopen.70247 229

• The investigation explicitly suggests ways in which the theory and practice interrelate.

• Arithmetic addition reflects the need of different approaches to guide an exemplar research: seeing investigation as problem-solving, a form of "moral knowledge," and "academic subject" based on realms of meanings—symbolics, empirics, esthetics, synnoetics,

• Most of the cases reported are explained by social dissonance because of the counter-cultures of the families, of the schools, and of the society. The discussion is complex because the values, the beliefs, the ethics, the attitudes, and behaviors of those involved are antagonistic

To conclude, cases studies are meaning systems and unconventional ways to reason about everyday moral issues. The findings are potential premises to establish codes of conduct. In these terms, schooling effects of moral or prosocial development [5], teaching as moral craft,

Faculty of Psychology and Education Studies, University of Bucharest, Bucharest, Romania

[1] Gomm R. Social Research Methodology. A Critical Introduction. New York: Palgrave

[2] Trif V. Case study—An interpretive exercise. In: Romanian Journal of Experimental

[3] Trif V. Cognitive, Semantic and Social Dissonances into Assessment. Saarbrucken:

[4] Lemeni A, Mihalache S. Realitatea și semnificațiile spațiului. Basilica, București. pp. 14-15 [5] Cristian A. Vocația terapeutică și asumarea ei în activitatea bio-medicală și activitatea

Applied Psychology; Special Issues; Bucharest; 2016. pp. 125-129

pastorală [thesis]. Iași: Alexandru Ioan Cuza University; 2015

building characters in schools, etc. are parts of a holistic view on education.

Address all correspondence to: victoriatrif@yahoo.com

Lampert Academic Publishing; 2017. pp. 73-82

• The study cases are complex social issues and the solutions are unpredictable.

spectives, or curriculum ideology.

ethics, and synoptics.

[2, 3].

**Author details**

Victorița Trif

**References**

Macmillan; 2008

Beyond this dual analysis—micro-level indicators (e.g., word and sentence) and macro-level indicators (structure of the case study as linguistic text)—the research offers a multiplicity of strategic level of communication: social communication, organizational communication, educational communication, philosophical communication, mathematical communication, institutionalized, and noninstitutionalized communication. The results could be linked to a diversification of theories or adapted models of meta-discourse and discourse: structure and content stories, narratives style, and their educational implications, gender and written communication, learning as a symbolic and social process, intertextuality in case study, semantic and structural constraints of educational comprehension, etc. The cross-sectional exegesis proves that there are inserted demographic variables (age, gender), risk perceptions and risk behavior, personality characteristics (emotions, moral cognition), motivations, skills, beliefs, educational constraints, persuasion, etc. In many cases, there are inserted terms that exemplify correct and incorrect interpretations of classic and contemporary theories from the fieldwork. The results reflect the various schemes of communication from different perspectives: rhetorical, sociocultural, phenomenological, sociolinguistics, semiology or semiotics, ethnography or ethnomethodology, psycholinguistics, etc. The constraints from the conceptual framework on text linguistics are considered multiple textual voices about written academic discourse. Rhetoric from the case studies was based on multidisciplinary approaches: beyond the conventions working adopted in different cultures—discourse analysis, text science, textology, text studies—the results confirm the research questions about Romanian culture of case study with a particular identity.

Most of the contradictions lead to hostility, victimhood, poverty, intergenerational differences or conflicts, suspicious gipsy versus diplomatic white persons, etc. In these terms (of synchronous and asynchronous communication paradigms), the linguistic material can provide strategic analysis of the educational phenomenon as well as a multimodal exercise.

There are various educational ideas. Among conclusions or lessons to be learned, these must be expressed as follows:


To conclude, cases studies are meaning systems and unconventional ways to reason about everyday moral issues. The findings are potential premises to establish codes of conduct. In these terms, schooling effects of moral or prosocial development [5], teaching as moral craft, building characters in schools, etc. are parts of a holistic view on education.
