Literaturnachweis - Detailanzeige
| Autor/inn/en | Leggett, Stacy R.; Smith, Kandy C. |
|---|---|
| Titel | Using Case Method to Address Equity-Related Gaps in Principal Aspirants' Learning Experiences |
| Quelle | In: Educational Planning, 29 (2022) 1, S.19-33 (15 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1537-873X |
| Schlagwörter | Case Studies; Teaching Methods; Preservice Teacher Education; Principals; Equal Education; Learning Experience; Writing (Composition); Occupational Aspiration; Leadership; Case Method (Teaching Technique); Teacher Attitudes; Educational Strategies; College Faculty; Kentucky |
| Abstract | Case method as an andragogical approach connects theory and practice in numerous fields: law, medicine, business, and education. With the recent COVID-19 pandemic and lockdowns faced by public schools, higher education institutions faced challenges in how to address learning that had previously occurred within field experiences. The authors, working in the field of educator preparation, were able to shift some learning from field experiences to case method. With this shift, they were able to purposefully address issues of equity that students inconsistently encountered through field experiences. This self-study focuses on the implementation of a case study that had been previously published in a peer-reviewed journal by the authors. This case study became part of the culminating assessment for a course in the principal preparation program. Student responses indicated that case method instruction offered an opportunity to consider decisions involving equity in a low stake environment. (As Provided). |
| Anmerkungen | International Society for Educational Planning. 2903 Ashlawn Drive, Blacksburg, VA 24060. Tel: 770-833-1948; Web site: http://isep.info/educational-planning-journal |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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