Understanding the Curriculum: the Approach through Case Studies

Shaw, K. E.

doi:10.1080/0022027780100102

Cited by 30 publications

(13 citation statements)

References 18 publications

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“…Case studies are characterized by a bounded system -such as an individual, a group, a course or a program -and "concentrate attention on the way particular groups of people confront specific problems, taking a holistic view of the situation" (Shaw, 1978). The system in a case study is often selected because it is "unique, experimental or highly successful" (Shaw, 1978).…”

Section: Study Context and Designmentioning

confidence: 99%

The reflective diary as a method for the formative assessment of self-regulated learning

Wallin

Adawi

2017

European Journal of Engineering Education

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Abstract. An increasingly desired outcome of engineering education is the ability to engage in selfregulated learning (SRL). One promising method for the formative assessment of SRL is the reflective diary. There is, however, a paucity of research on the use of reflective diaries in engineering education. To mitigate this gap, we report on a case study where reflective diaries were implemented in a master's course on tissue engineering. The objective of this paper is to explore the potential of reflective diaries for the formative assessment of three central aspects of SRL: conceptions of knowledge, conceptions of learning, and strategies for monitoring and regulating learning. Based on a theoretical thematic analysis of the diary entries, we show that reflective diaries can be used to assess these three aspects of SRL. We discuss ways of providing feedback to students, with a focus on dialogic feedback.

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Section: Study Context and Designmentioning

confidence: 99%

The reflective diary as a method for the formative assessment of self-regulated learning

Wallin

Adawi

2017

European Journal of Engineering Education

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“…Les résultats de cette recherche s'appuient sur une étude de cas multiples (Karsenti et Demers, 2000) de type interprétatif (Merriam, 1988;Shaw, 1978), où treize stagiaires ont participé à la recherche et où les parcours de six d'entre eux ont été formellement reconstruits, des extraits d'un de ces parcours étant présentés ici. La façon de traiter et de rapporter les résultats de la recherche souligne la variété des façons de s'adapter au contexte d'enseignement, diversité qu'on reconnaît d'ailleurs de plus en plus au sein de la pratique professionnelle elle-même (Clift et Brady, 2005).…”

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Appréciation des stagiaires au sujet des apprentissages effectués en contexte de stage en enseignement

Malo

2011

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Faire de la recherche sur la formation professionnelle en alternance appelle un certain positionnement du chercheur à l’égard des praticiens concernés. Les praticiens dont il est question dans ce texte sont des stagiaires, acteurs directement touchés par cette formation. Le but de la recherche est de comprendre le sens que donnent les stagiaires à leur expérience de formation. C’est donc leur point de vue qui est privilégié dans cette étude réalisée en collaboration avec treize étudiants à la formation en enseignement au secondaire pendant un stage intensif de quatre mois. Le modèle de recherche collaborative retenu consiste à marier une activité formation et une activité d’investigation, reposant sur la méthode des cas et les entretiens d’explicitation. La démarche méthodologique est exposée en trois étapes de cosituation, coopération et coproduction. Un aperçu des résultats est offert au sujet de l’apprentissage en contexte de formation en alternance. Ce texte est l’occasion d’exposer le cadre théorique et la démarche méthodologique utilisée pour avoir accès au point de vue des stagiaires, de donner un aperçu de la fécondité des résultats qu’ils ont permis de produire et de réfléchir aux limites méthodologiques de la recherche.Doing research on professional work-study programs requires the researcher to take a certain position vis-à-vis the student-teachers, those who are directly affected by teacher-training. The objective of this study is to understand the meaning student-teachers give to their training. Their points of view are therefore the focus of this study, which was done in collaboration with 13 secondary-level student-teachers during an intensive 4-month practicum. The collaborative research model consisted of combining a training activity with an investigative activity, based on the case method and explanation interviews. The methodological process is exposed in three stages: co-location, cooperation and coproduction. An outline of the results explores learning in the context of a work-study practicum. This article exposes the theoretical framework and methodological process used to access the student-teachers’ points of view in order to highlight the fertile nature of the results, leading to productions and reflections on the methodological limits of the study.Hacer investigación sobre la formación profesional en alternancia implica un cierto posicionamiento del investigador con respecto a los practicantes concernidos. Los practicantes en cuestión son los estudiantes en práctica, actores directamente afectados por la formación. El objetivo de la investigación es comprender el sentido que otorgan los estudiantes en práctica a su experiencia de formación. Es pues su punto de vista lo que privilegiamos en este estudio realizado con 13 estudiantes en formación en educación secundaria durante un periodo de prácticas intensivo de 4 meses. El modelo de investigación colaborativa retenido consiste en conjugar una actividad de formación y una actividad de investigación, apoyándose en el método de casos y en ...

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“…In an annotated bibliography of curriculum evaluation literature, Fraser and Houghton (1980) identified twenty-one different evaluation models ranging from systems models (Alkin, 1972), through artistic (Willis, 1978;Donmoyer, 1979) and connoisseurship (Eisner, 1975(Eisner, , 1979a(Eisner, , 1979b) models, to adversary (Owens, 1973;Wolf, 1979), case study (Shaw, 1978;Smith, 1978), and holistic approaches (McDonald, 1971). Such diversity has not, however, resolved an enduring concern of evaluators, finding readily accepted ways to combine the strengths of the methodological tasks available-quantitative assessment of outcomes and qualitative examination of process (McLoughlin, cited in Wortman, 1983, p.232).…”

Section: General Issues In Evaluationmentioning

confidence: 98%

Evaluation of a Skills-based Language and Information Processing Program

Evans

Poole

1986

Australian Journal of Education

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This study reports an eclectic evaluation of a language program. The evaluation involved a formative phase (to develop a theoretical framework of language pragmatics, to develop materials and strategies); and a summative phase (a field trial involving prepost outcome measures, student and teacher perceptions of the program, and the application by an external evaluator of the LoU scale of the measure of adoption of an innovation). The outcomes were consistent with the expectations generated by the theory of language pragmatics and learning-in-context. Important insights were gained into aspects of classroom organization and the level of adoption of program innovations by teachers.

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Understanding the Curriculum: the Approach through Case Studies

Cited by 30 publications

References 18 publications

The reflective diary as a method for the formative assessment of self-regulated learning

The reflective diary as a method for the formative assessment of self-regulated learning

Appréciation des stagiaires au sujet des apprentissages effectués en contexte de stage en enseignement

Evaluation of a Skills-based Language and Information Processing Program

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