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.
Table of Contents
Contents: K.K. Merseth, Foreword: A Rationale for Case-Based Pedagogy in Teacher Education. Preface. Part I:The Learning Fostered Through Case-Based Pedagogy. M.A. Lundeberg, Discovering Teaching and Learning Through Cases. M. Pressley, Commentary: The Case for More and Bigger Cases. H.L. Harrington, Case Analyses as a Performance of Thought. A.G. Rud, Jr., Commentary on "Case Analyses as a Performance of Thought." C.S. Barnett, P.A. Tyson, Case Methods and Teacher Change: Shifting Authority to Build Autonomy. N. Noddings, Commentary on "Case Methods and Teacher Change: Shifting Authority to Build Autonomy." E.B. Moje, J.T. Remillard, S. Southerland, S.E. Wade, Researching Case Pedagogies to Inform Our Teaching. K.M. Zeichner, Commentary on "Researching Case Pedagogies." Part II:Structuring the Learning Environment With Cases. B.B. Levin, The Role of the Facilitator in Case Discussions. R. Silverman, Commentary on "The Role of the Facilitator in Case Discussions." V. Richardson, R.S. Kile, Learning From Videocases. G.A. Griffin, Commentary on "Learning From Videocases." B.B. Levin, The Role of Discussion in Case Pedagogy: Who Learns What? and How? J.H. Shulman, Commentary on "The Role of Discussion in Case Pedagogy." Part III:Rethinking Cases. K. Carter, What Is a Case? What Is Not a Case? S. Gudmundsdottir, Commentary on "What Is a Case? What Is Not a Case?" S. Nieto, Culturally Relevant Teaching With Cases: A Personal Reflection and Implications for Pedagogy. S-Y. Zeon, Commentary on "Culturally Relevant Teaching With Cases: A Personal Reflection and Implications for Pedagogy." S. Florio-Ruane, Revisiting Fieldwork in Preservice Teachers' Learning: Creating Your Own Case Studies. H. Featherstone, Commentary on "Revisiting Fieldwork in Preservice Teachers' Learning: Creating Your Own Case Studies." Part IV:Future Directions. M.A. Lundeberg, B.B. Levin, H.L. Harrington, Reflections on Methodologies and Future Research.
"...this is an important book."
—Educational Research Journal
"Offers important insights and explorations....Enhances our knowledge of case-based instruction in teacher education in a most significant way."