"Example 3:Ten Strategic Points for a Qualitative Case Study: 1. Topic – Provides a broad research topic area/title:A Case Study of how a comprehensive globalprogramme, the International Baccalaureate Middle Years Programme, influences the success of asingle middle school. 2. Literature review - Lists primary points for four sections in the Literature Review: a.Background of the problem/gap; b. Theoretical foundations (models and theories to befoundation for study); c. Review of literature topics with key theme for each one; d. Summary.a. Background of the problem/gap:i. Prior studies which show a relationship between achievement in mathematics andliteracy and taking a language identified need to study how taking a foreign languageleads, especially in immersion programs,to higher levels of cognitive developmentas reflected inhigher scores in mathematics and literacy (Stewart, 2008). ii. Dr. Celestine Gail Carr (1994) concluded that further studies on the effects offoreign language studies on vocabulary, mathematical concepts, and mathematicalcomputations examining for a correlation between foreign language aptitude andmathematical aptitude at the middle school level.iii. Dr. Carolyn Joyce Taylor-Ward (2003) identified the need for future sties onrelationship between studying elementary school foreign language and academicachievement on state test scores. b. Theoretical Foundations (models and theories to be foundation for study); Lev Vygotsky, a pioneer in developmental psychology researched the development of languageand its relationship to thought (Vygotsky, 1986). Vygotsky studied cognitive development and16 its relationship to the role of social interaction with the environment (Vygotsky, 1978). Vygotskyproposed that language, along with environmental social interaction helps a child to learn toreason(Vygotsky, 1978).Learning a foreign language is a social activity that involves a learner’sinteraction with the environment and their teacher.Vygotsky’s model supports the assumptionthat cognitive development transfers in the Zone of Proximal Development (Vygotsky, 1978). The International Baccalaureate Middle Years Program provides a medium for which a MoreKnowledgeable Other and the Zone of Proximal Development take place.Learners demonstratethrough interaction in organized debates, hands-on experimentation projects, investigations, andproblem solving activities.c. Review of literature topics with key theme for each one; i. Historical Events: Historically, there have been laws enacted, government initiatives,and global events that have driven the need for support of a global education as well asimproved performance in basic areas such as mathematics and literacy within the UnitedStates of America.ii. National Security: Today’s global realities make it imperative for the United States toadapt a global perspective including learning foreign languages as a priority for U.S.national security and to help the U.S. remain a global leader.iii. Global Literacy: There are high performing schools that have comprehensive globallearning programs, which have contributed to students’ cognitive development andresulting improvements of national and state standardized test scores.iv. Cognitive Development: Empirical research shows that a relationship exists betweencognitive development, comprehensive global learning, and student success in areas suchas mathematics and literacy. 17 v. Qualitative Case Study Design: Prior studies on this program have been predominatelycorrelational and focused on determine the impact of the program.However, an in-depthunderstanding of how this program may be influencing student performance is missing. Acase study is an ideal approach to understand the causal relationships within complexphenomena (Yin, 2014). d. Summary.i. United States priority for global literacy to be competitive and secure.ii. Learning foreign languages leads to improved cognitive development and studentperformance.iii. Gap in terms of additional research needed to examine these findings. iv. Case study design is ideal for understanding causal relationships within complexphenomena.3. Problem statement - Describes the phenomena to study (qualitative) or variables/groups(quantitative) to study, in one sentence: It is not known how the International BaccalaureateMiddle Years Programme influences the success of a single middle school in the state of Georgia.4. Sample and location – Identifies sample, needed sample size, and location (study phenomenawith small numbers and variables/groups with large numbers).a. Location: The state of Georgia of the United States of America. b. Target Population: A school district with over 25 schools. c. Sample: A single middle school that uses the International Baccalaureate Middle YearsProgramme and has over 500 students.5. Research questions – Provides research questions to collect data to answer the problemstatement:18 "