Who Learns What from Cases and How?: The Research Base for Teaching and Learning With Cases.

Levin, Barbara B., Mary A. Lundeberg and Helen L. Harrington:

ISBN 10: 0805827781 / ISBN 13: 9780805827781

Published by Lawrence Erlbaum Associates Inc, 1999

About this Item

281 Seiten Der Erhaltungszustand des hier angebotenen Werks ist trotz seiner Bibliotheksnutzung sehr sauber und kann entsprechende Merkmale aufweisen (Rückenschild, Instituts-Stempel.). In ENGLISCHER Sprache. Sprache: Englisch Gewicht in Gramm: 515.

Seller Inventory # 2304459

Bibliographic Details

• Title: Who Learns What from Cases and How?: The Research Base for Teaching and Learning With Cases.
• Publisher: Lawrence Erlbaum Associates Inc
• Publication Date: 1999
• Language: English
• ISBN 10: 0805827781
• ISBN 13: 9780805827781
• Binding: Broschiert
• Condition: Gut
• Weight: 515 grams
• Seller catalogs:
  • 90 Varia

About this title

Synopsis

This book organizes and presents major empirical work done to date on cases and case-based pedagogy. It is timely--not only because it provides a comprehensive review of much of the scholarship that has been done to date, but also because it encompasses a wide range of perspectives on cases and case methods. For example, it includes research on learning from discussing and writing about cases; from video and multi-media cases as well as print cases; from working with preservice and in-service teachers as well as research on the contributors' own practice. The research included is grounded in a spectrum of different theoretical frames, from narrative to constructivism to information processing. Each chapter concludes with a brief commentary by an invited author, intended to stimulate further dialogue on cases and case-based pedagogy.

One principle goal of this volume is to compare the claims of case pedagogy with the current research. A second is the careful examination of the methodologies that have been used to study cases. A third goal is to clarify what we do not yet know; each chapter presents questions for further research. The work reviewed and discussed in this volume attempts to answer questions such as:
*What can preservice teacher candidates and in-service teachers learn from cases and the case method?
*What do we know from research on different kinds of cases (print, video, multimedia, multicultural)?
*What do we know from research on different kinds of case methods (discussion, writing case analyses, constructing cases)?
*What theoretical frameworks have guided researchers' questions and methods?
*What are the implications of various theoretical frameworks on the research questions and methodologies used to study case-based pedagogy?
*What are some of the pitfalls of research on case methods?

The use of case methods in teacher education is a relatively new phenomena which has been growing in popularity since the 1980s. Most of the work that has been published so far has focused on testimonials and author's experiences rather than on systematic analysis, providing little empirical evidence for case methods. This book is distinguished by its emphasis on the research base for cases and case-based pedagogy. Teacher educators, educational psychologists, those interested in pedagogy in higher education, and advanced students in these areas will find this book to be an invaluable professional resource.

Synopsis

The use of case methods in teacher education is a relatively new phenomenon which has been growing in popularity since the 1980s. Most of the work that has been published so far has focused on testimonials and author's experiences rather than on systematic analysis, providing little empirical evidence for case methods. This book is distinguished by its emphasis on the research base for cases and case-based pedagogy and its presentation of the major empirical work done to date. The research included is grounded in a spectrum of different theoretical frames, from narrative to constructivism to information processing. This is a timely book - not only because it contains a comprehensive review of much of the scholarship that has been done, but also because it encompasses a wide range of perspectives on cases and case methods. For example, it includes research on learning from discussing and writing about cases; from video and multi-media cases as well as print cases; from working with pre-service and in-service teachers as well as research on the contributors' own practice. One principle goal of this volume is to compare the claims of case pedagogy with the current research.

A second is the careful examination of the methodologies that have been used to study cases. A third goal is to clarify what we do not yet know; each chapter presents questions for further research. Finally, each chapter concludes with a brief commentary by an invited author, intended to stimulate further dialogue on cases and case-based pedagogy. As the chapters suggest, investigations into the power that case pedagogy holds for fostering the development of teaching have only just begun. The book is organized into three sections, which address important questions teachers ask of themselves: what kind of learning am I attempting to foster?; how might I best structure the learning environment to foster learning?; and how do my own understandings and the understandings of my students interact with the learning and teaching in which we engage? The focus of the book is on how cases may or may not help us answer these questions. It is intended as a professional reference for teacher educators, educational psychologists and others interested in pedagogy in higher education, and as a text for advanced courses in these areas.