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Louis B. Barnes,Carl Roland Christensen,Abby J. Hansen
Author : Louis B. Barnes,Carl Roland Christensen,Abby J. Hansen Publisher : Harvard Business Press Page : 360 pages File Size : 45,5 Mb Release : 1994 Category : Business & Economics ISBN : 0875844030
Teaching and the Case Method by Louis B. Barnes,Carl Roland Christensen,Abby J. Hansen Pdf
This third edition of Teaching and the Case Method is a further response to increased national and international interest in teaching, teachers, and learning, as well as the pressing need to enhance instructional effectiveness in the widest possible variety of settings. Like its predecessors, this edition celebrates the joys of teaching and learning at their best and emphasizes the reciprocal exchange of wisdom that teachers and students can experience. It is based on the belief that teaching is not purely a matter of inborn talent. On the contrary, the knowledge, skills, and attitudes that make for excellence in teaching can be analyzed, abstracted, and learned. One key premise of Teaching and the Case Method is that all teaching and learning involve a core of universally applicable principles that can be discerned and absorbed through the study and discussion of cases.
Teaching with Cases by Espen Anderson,Bill Schiano Pdf
Case method teaching immerses students in realistic business situations--which include incomplete information, time constraints, and conflicting goals. The class discussion inherent in case teaching is well known for stimulating the development of students' critical thinking skills, yet instructors often need guidance on managing that class discussion to maximize learning. Teaching with Cases focuses on practical advice for instructors that can be easily implemented. It covers how to plan a course, how to teach it, and how to evaluate it. The book is organized by the three elements required for a great case-based course: 1) advance planning by the instructor, including implementation of a student contract; 2) how to make leading a vibrant case discussion easier and more systematic; and 3) planning for student evaluation after the course is complete. Teaching with Cases is ideal for anyone interested in case teaching, whether basing an entire course on cases, using cases as a supplement, or simply using discussion facilitation techniques. To learn more about the book, and to see resources available, visit teachingwithcases.hbsp.harvard.edu.
Introduction to Case Method Teaching by Selma Wassermann Pdf
This book is for teachers at all levels and in all subject areas, who are interested in exploring this pedagogy. In the introductory chapters, the theoretical bases of case method teaching are examined. The rest of the book offers specific and practical help with the various aspects of case method instruction, selecting appropriate cases, organizing for instruction, orienting students, and mastering the art of leading a case discussion. More than offering information and advice about effective classroom practices in case method teaching, Selma Wassermann provides potential and practicing case method teachers assistance in their development as effective practitioners. This book can be used as a companion text to Wassermann's Getting Down to Cases.
Louise A. Mauffette-Leenders,James A. Erskine,Michiel R. Leenders
Author : Louise A. Mauffette-Leenders,James A. Erskine,Michiel R. Leenders Publisher : London, Ont. : Case and Publication Services, Richard Ivey School of Business Page : 135 pages File Size : 48,8 Mb Release : 1997 Category : Business education ISBN : 0771419694
Case Methods in Teacher Education by Judith Shulman Pdf
Teachers and teacher educators have long been aware of the gap between the principles of education taught in university preservice programs and the realities of classroom life. The current burgeoning interest in educational case methods is testimony to the promise of case-based teaching as a way of bridging that gap, and of easing the novice teacher's entry into the classroom. A case holds attributes of both theory and practice, enabling teachers and students alike to examine real-life situations under a laboratory microscope.
Informing with the Case Method by T. Grandon Gill Pdf
There are a number of marvelous books that address the topic of the case method. If you are interested in facilitating cases, you can look to the classic book Teaching and the Case Method by Louis Barnes, C. Roland Christensen and Abby Hansen (1994). The collection of essays on the subject, Education for Judgment: The Artistry of Discussion Leadership by C. Roland Christensen, David Garvin and Ann Sweet (1991) is a wonderful and inspiring read as well. If your interest is case-based research, it would be nearly impossible to find a more authoritative source than Robert Yin’s (2009, 4th Edition) Case Study Research: Design and Methods, which (at last count) has been cited nearly 29,000 times, according to Google Scholar. There is even a new entry to the field, William Ellet’s (2007) The Case Study Handbook: How to Read, Discuss, and Write Persuasively about Cases that is specifically aimed at the student. At first glance, then, the topic of case studies in education and research seems to be pretty well covered. Do we really need another book on the subject? I write this book believing the answer is yes. While I have great affection for the classics, there are a number of issues facing most business faculty—not to mention faculty members from disciplines outside of business—that these books simply do not address. In writing this book, my intention is to offer some thoughts on some of these. Paradoxically, these omissions arise from the very fact that the authors of the classics are undisputed masters of their craft. Why this is a problem should become clear as I identify the three areas of focus for this book. The first issue that I feel must be considered is using the case method with a novice audience. Consider the following. When I was enrolled in the MBA program at Harvard Business School (HBS) in the early 1980s, the curriculum consisted of nearly 900 case discussion (15 per week) and—perhaps—as many as 20 class periods given over to lecture-style presentations. When I teach a case-method graduate course at my own institution, on the other hand, I am constrained to 11 case discussions (a 12 week semester). As it happens, I am also the only course in the entire program that employs pedagogy reasonably faithful to the case method, as it is normally defined. The math is very simple. By the last day of my semester, my students have as much experience discussing cases as I did on Thursday afternoon of the first week of my two year MBA program at HBS. With the exception of faculty teaching at those rare institutions that have chosen to widely adopt the case method, the situation I face is commonplace. The second concern that existing books raise for me is their tendency to focus on isolated topics. Specifically, case facilitation, case writing and case research are treated as separable activities. I would argue that these three aspects of the case method—which I define quite broadly—are inseparable. For institutions that wish to achieve the full set of benefits provided by the case method, all three activities must be pursued in parallel. Perhaps this is why so few institutions have achieved success through the case method. In this book, I will argue that achieving such integration is precisely why those rare institutions have been so successful. Once you start believing that the case method can be a key to institutional success, how you get there becomes a real challenge. At leading institutions featuring the case method, such as HBS, the philosophy is largely learned through a period of apprenticeship. For example, I did not encounter any of the references mentioned in the first paragraph—excepting Yin—at any time during my 5 year doctorate at HBS. Instead, I went out and wrote cases, facilitated discussions and did research under the guidance of faculty members who were masters of the craft. How can someone without the benefit of such an experience acquire such mastery? While I cannot offer any promises in this regard, I will at least provide some examples and easy-to-follow checklists that may be of service to individuals getting started.
The Case Study method of teaching and learning, adopted by business schools and management centres globally, provides an important function in management education, but employing it effectively can often be a challenge. This book provides practical insights, tools and approaches for both case teaching and writing, drawing on perspectives from expert practitioners around the world. This book aims to critically examine different approaches to using case studies in group-based, participant-centred learning environments, exploring good practices for case teaching and learning. It provides guidance for case writers on various approaches to structuring case data, presentational formats, and the use of technology in the construction of different types of cases. It also demonstrates the use of the case method as a tool for assessment, supporting students’ own development of cases to showcase good practice in organisations. The final section of this book showcases some of the resources available, providing links and reviews of additional material that can support future case teaching and writing practice, including publication. The Case Study Companion is designed for lecturers using cases within their teaching across all management disciplines, as well as those training for Professional Development and Management Education qualifications. It will also be useful for postgraduate, MBA and Executive Education students wanting to make the most of case studies in their learning and assessments.
Case Studies on Diversity and Social Justice Education by Paul C. Gorski,Seema G. Pothini Pdf
Case Studies on Diversity and Social Justice Education offers pre- and in-service educators an opportunity to analyze and reflect upon a variety of realistic case studies related to educational equity and social justice. Each case, written in an engaging, narrative style, presents a complex but common classroom scenario in which an inequity or injustice is in play. These cases allow educators to practice the process of considering a range of contextual factors, checking their own biases, and making immediate- and longer-term decisions about how to create and sustain equitable learning environments for all students. The book begins with a seven-point process for examining case studies. Largely lacking from existing case study collections, this framework guides readers through the process of identifying, examining, reflecting on, and taking concrete steps to resolve challenges related to diversity and equity in schools. The cases themselves present everyday examples of the ways in which racism, sexism, homophobia and heterosexism, class inequities, language bias, religious-based oppression, and other equity and diversity concerns affect students, teachers, families, and other members of our school communities. They involve classroom issues that are relevant to all grade levels and all content areas, allowing significant flexibility in how and with whom they are used. Although organized topically, the intersection of these issues are stressed throughout the cases, reflecting the multi-faceted way they play out in real life. All cases conclude with a series of questions to guide discussion and a section of facilitator notes, called points for consideration. This unique feature provides valuable insight for understanding the complexities of each case.
Case For Cases, The: Teaching With Cases - How To Teach Using The Case Method by Zerrillo Philip Pdf
This book is intended to support faculty in designing and conducting case teaching. The book is a practical 'how to' guide for faculty setting up and delivering a case based class. It can be used by instructors of all levels as it discusses issues such as class culture, teaching pace, grading, board usage etc.
Educating for Democracy by Robert F. McNergney,Edward R. Ducharme,Mary K. Ducharme Pdf
This book advocates the use of case methods to promote democratic teaching and learning. Part I speaks directly to teacher educators. The chapters in this part suggest how and why they might use case methods at pre- and in-service levels. Part II presents a set of cases and teaching notes designed to stimulate active consideration of democratic teaching and learning in elementary and secondary schools throughout the United States. These cases can be used with both prospective and practicing teachers. Case methods in education--like those used to prepare practitioners in other professions such as medicine, law, and business--require learners to attend to detail and to exercise judgment as they identify and solve problems. Although each has its own unique variations, case-method approaches in all fields promote careful examination of professional practice. The cases in this book will help teacher educators think anew about many issues related to teaching and learning with cases.
Case Study Methodology in Higher Education by Baron, Annette,McNeal, Kelly Pdf
In higher education, case studies can be utilized to have students put themselves into problems faced by a protagonist and, by doing so, address academic or career-related issues. Working through these issues provides students with an opportunity to gain applied perspective and experiences. Professors in higher education who choose this method of teaching require navigational tools to ensure that students achieve stated learning objectives. Case Study Methodology in Higher Education is an essential research publication that focuses on the history and theories relating to case study methodology including techniques for writing case studies and utilizing them in university settings to prepare students for real-life career-related scenarios. This publication features a wide range of topics such as educational leadership, case writing, and teacher education. It is essential for educators, career professionals, higher education faculty, researchers, and students.
Kipp Herreid learned other ways to teach- much better ways. His favorite approach puts science in vivid context through case studies, which he calls "stories with an educational message." This compilation of 40-plus essays examines every aspect of the case study method.--[back cover].
Case Method and Pluralist Economics by Kavous Ardalan Pdf
This book discusses the relationship between pluralist economics and the case study method of teaching, advocating the complimentary use of both to advance economics education. Using a multi-paradigmatic philosophical frame of analysis, the book discusses the philosophical, methodological, and practical aspects of the case study method while drawing comparisons with those of the more commonly used lecture method. The book also discusses pluralist economics through the exposition of the philosophical foundations of the extant economics schools of thought, which is the focal point of the attention and admiration of pluralist economics. More specifically, the book discusses the major extant schools of thought in economics – Neo-Classical Economics, New Institutional Economics, Behavioral Economics, Austrian Economics, Post-Keynesian Economics, Institutional Economics, Radical Economics, and Marxist Economics—and emphasizes that these schools of thought in economics are equally scientific and informative, that they look at economic phenomena from their certain paradigmatic viewpoint, and that, together, they provide a more balanced understanding of the economic phenomenon under consideration. Emphasizing paradigmatic diversity as the cornerstone of both the case method and pluralist economics, the book draws the two together and makes an effective case for their combined use. A rigorous, multi-faceted analysis of the philosophy, methodology, and practice of economics education, this book is important for academicians and students interested in heterodox economics, philosophy, and education.
Case Method and the Arabic Teacher by Steven Berbeco Pdf
Case Method and the Arabic Teacher: A Practical Guide compiles original case studies that address the unique challenges of teaching Arabic at the high school level. The book's engaging and accessible classroom scenarios reflect the experiences of a diverse group of Arabic teachers working in a variety of educational settings ranging from elite private schools to large public schools with low income student populations. In the case studies, teachers offer compelling accounts of the political, institutional, and curricular issues they encountered not only in their classrooms, but also in their wider schools and communities. Combining research-based methodology with firsthand pedagogical narratives, this book is a valuable resource for teachers, teacher trainers, researchers, and other stakeholders who support the teaching of Arabic.
