Literaturnachweis - Detailanzeige
| Autor/inn/en | Ackerman, Richard; Maslin-Ostrowski, Patricia |
|---|---|
| Titel | Developing Case Stories: An Analysis of the Case Method of Instruction and Storytelling in Teaching Educational Administration. |
| Quelle | (1995), (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Active Learning; Administrator Education; Case Method (Teaching Technique); Case Studies; Class Activities; Critical Thinking; Educational Administration; Higher Education; Learning Activities; Reflective Teaching; Theory Practice Relationship; Writing Assignments |
| Abstract | This paper presents findings of a study that examined case-study teaching methods, specifically, the use of case stories in the training of educational administrators. A case story blends aspects of the case-study methods with storytelling. The case-story approach asks students to develop case stories, using their personal experience to create authentic educational administration scenarios. The case studies help students share personal leadership practices and dilemmas and promote understanding. A survey was administered at the midpoint and end of the semester to 60 graduate students in educational administration at 3 sites. Interviews were also conducted with professors and students. Respondents said that case stories contribute authenticity to the classroom, foster involvement, bridge the gap between theory and practice, and illuminate discourse. A conclusion is that the case-study and case-story methods are not mutually exclusive but complementary teaching techniques. Together, the approaches encourage skill development and reflection on practice. Whether using the more objective case study or the more personal case story, each method creates a realistic, engaging learning situation. A sample of the questionnaire is included. (Contains 21 references.) (LMI) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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