Using Case Study Analysis and Case Writing to Structure Clinical Experiences in a Teacher Education Program

Floyd, Deborah Martin; Bodur, Yasar

doi:10.1080/00131720508984871

Cited by 15 publications

(7 citation statements)

References 13 publications

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“…The process appeared to assist participants with their understanding of the concept by facilitating deeper thinking and reflection and also afforded them the opportunity to practice for their futures, as head teachers, when they will likely face challenges to implementing play in their classrooms. This finding is consistent with prior research on the value of discussion-cases, allowing students to bridge the gap between theory, research, and practice; engage in a remote but genuine classroom experience; make connections to real world and personal experiences; and encourage meaningful discussion (Broudy, 1990;Butler et al, 2006;Erdman, 1983;Floyd & Bodur, 2005;Goldblatt & Smith, 2005;Koc, 2012;Perry & Power, 2004;Pitton, 2010;Schrader et al, 2003;Sudzina & Kilbane, 1994). However, this finding also contributes something new to the research on discussion-cases, specifically the application to a novel setting, The experience of applying research on the topic of play to a realistic discussioncase about the issues that frequently surround the implementation of play in the classroom is an insight-provoking strategy that can be used by teacher educators, helping pre-service teachers become more aware of the trend of play disappearance and possibly more confident in and dedicated to reversing it.…”

Section: Pragmatic Experiencesupporting

confidence: 87%

“…Cases encourage readers to imagine themselves in the presented situation and vicariously experience a realistic classroom situation (Goldblatt & Smith, 2005). This study used discussion-case analysis as an occasion for exploring play because research indicates that such scenarios bridge the gap between theory, research, and practice (Broudy, 1990;Butler, Lee, & Tippins, 2006;Floyd & Bodur, 2005;Koc, 2012;Schrader et al, 2003;Sudzina & Kilbane, 1994).…”

Section: Discussion-casesmentioning

confidence: 99%

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Discussion-Case Analysis for Facilitating Pre-Service Teachers' Exploration of Play in the Early Childhood Classroom

Resnick¹,

Johnson²

2020

Networks: An Online Journal for Teacher Research

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This study sought to examine the experience of early childhood pre-service teachers participating in facilitated research analysis with discussion-case application. Specifically, we were interested in the impact on teachers' knowledge of and attitude towards the role and value of play in the classroom. This study describes the qualitative phase of a sequential explanatory mixed method research project. Eight participants were interviewed after participating in an in-class activity of analyzing a piece of research on play and applying it to a hypothetical discussion-case in a small group Four key findings emerged from this study: participants viewed play as inextricably connected to learning; participants were committed to the incorporation of play in their future classrooms, many articulating a resolve to become agents of change; participants found that working in small collaborative groups to be advantageous, creating a community of practice; finally, participants found that the process of applying research to a discussion-case to be beneficial due to its feasibility. The findings from this study are encouraging because they demonstrate the potential of facilitated research analysis with discussion-case application as a strategy for fostering a deep understanding of the purpose and importance of play in the early-childhood classroom, as well as potentially cultivating a commitment to preserving play in the early childhood classroom. Discussion-cases may also serve as a tool for exploring other key concepts with prospective teachers. The findings have implications for teacher-educators as they prepare early childhood preservice teachers.

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Section: Pragmatic Experiencesupporting

confidence: 87%

Section: Discussion-casesmentioning

confidence: 99%

Discussion-Case Analysis for Facilitating Pre-Service Teachers' Exploration of Play in the Early Childhood Classroom

Resnick¹,

Johnson²

2020

Networks: An Online Journal for Teacher Research

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“…Cases are continuing to garner interest as a way to prepare preservice teachers for real‐world teaching environments (Carter, 1989; Floyd & Bodur, 2005; Pindiprolu, Peterson, Rule, & Lignugaris/Kraft, 2003; Sudzina, 1999a). Teacher educators are finding the case method of instruction useful for improving preservice teachers’ problem‐solving and decision‐making skills (Floyd & Bodur, 2005; Snyder & McWilliam, 1999; Sudzina, 2000; Wood & Nahmias, 2005). We define a case as a “story, event, or text [that] is an instance of a larger class, an example of a broader category … which merits more serious consideration than a simple anecdote or vignette” (Shulman, 1992, p. 17).…”

Section: Introductionmentioning

confidence: 99%

Approaches to case analyses in synchronous and asynchronous environments

Paulus¹,

Phipps²

2008

J Comp Mediated Comm

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Computer-mediated communication (CMC) tools can be used to integrate timeintensive tasks, such as case study analyses, more easily into formal learning environments. How students talk together online in CMC environments is an area that has not yet been thoroughly investigated. This paper extends findings from a previous study by comparing two groups of preservice teachers analyzing cases in a synchronous and asynchronous environment. A case study and computer-mediated discourse analysis approach was taken to make sense of the discussion transcripts and student reflections. Booth and Hulten's (2003) taxonomy of learning contributions is used as an analysis framework. Students made more participatory moves to establish presence in asynchronous environments and more interactive moves in synchronous environments. Reflective contributions were made in both environments, with few learning moves made in either. Students participated asymmetrically in both modes. The interplay between types of contributions, affordances of each mode, student preferences and student epistemological beliefs is explored, with implications for the design and analysis of case discussion tasks in CMC environments.

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“…An alternative view, however, suggests that cases can describe real-world contextual problems that are probably too complex and unique to approach experimentally (e.g., Cohen & Ball, 1999;Yin, 1984). The current popularity of the approach began after Shulman's 1985 call for a pedagogy of cases (Floyd & Bodur, 2005) Rationales for incorporating real-world situations in preservice and novice teacher education vary, but generally incorporate the following: First, teacher education research has consistently acknowledged that classroom events are contingent on a host of interrelated contributory factors that are mutually influential, to a greater or lesser extent, in producing teacher and student performance (Wilson, Floden, & Ferrini-Mundy, 2002). Teaching via the case method appears to be an ideal way of communicating the detailed, interrelated, and often densely interrelations necessary to explore the multidimensional nature of what students and teachers do in classrooms.…”

mentioning

confidence: 99%

Challenges of case-based teaching.

Mostert¹

2007

The Behavior Analyst Today

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Over the past 20 years, teacher educators have increasingly turned to case-based instruction with Pre-service, novice, and even experienced teachers. However, advocates of case-based teaching rarely point out the many challenges that might detract from effective case-based instruction. I briefly outline some of the more obvious challenges facing case instructors as they attempt to use the method for improved teacher education. Keywords, case-based teaching, case-method, teacher education, pre-service teachers, novice Teachers For decades, teacher educators have emphasized the importance of devising more effective ways of preparing preservice teachers for the classroom. Generally, these efforts encompass more effective preparation in content area knowledge, teaching methods, interprofessional skills, and classroom management (Wilson, Floden, & Ferrini-Mundy, 2002). The need for teaching higher levels of professional performance has been exacerbated by numerous calls for teacher education reform and students' academic performance, most recently enshrined in No Child Left Behind (NCLB). These calls for reform imply the need for (a) collaborative team approaches for more effective service delivery, (b) consolidation of organizational configurations requiring increased professional collaboration as school districts strive to become more cost efficient and effective, (c) the move towards including students with special needs in general education classes, (d) an increased understanding that the complex needs of most students require an array of professionals who are able to work together more closely than previously, and (e) that novice teachers, by virtue of these factors, need effective instruction in these areas prior to graduating to their new profession (Cohen & Ball, 1999). Case-Based InstructionGenerally, in research and teaching, case studies have been seen as a precursor to legitimate scientific research or as a way of studying extremely rare, "one shot" phenomena (Campbell & Stanley, 1963). An alternative view, however, suggests that cases can describe real-world contextual problems that are probably too complex and unique to approach experimentally (e.g., Cohen & Ball, 1999;Yin, 1984). The current popularity of the approach began after Shulman's 1985 call for a pedagogy of cases (Floyd & Bodur, 2005) Rationales for incorporating real-world situations in preservice and novice teacher education vary, but generally incorporate the following: First, teacher education research has consistently acknowledged that classroom events are contingent on a host of interrelated contributory factors that are mutually influential, to a greater or lesser extent, in producing teacher and student performance (Wilson, Floden, & Ferrini-Mundy, 2002). Teaching via the case method appears to be an ideal way of communicating the detailed, interrelated, and often densely interrelations necessary to explore the multidimensional nature of what students and teachers do in classrooms.

show abstract

Using Case Study Analysis and Case Writing to Structure Clinical Experiences in a Teacher Education Program

Cited by 15 publications

References 13 publications

Discussion-Case Analysis for Facilitating Pre-Service Teachers' Exploration of Play in the Early Childhood Classroom

Discussion-Case Analysis for Facilitating Pre-Service Teachers' Exploration of Play in the Early Childhood Classroom

Approaches to case analyses in synchronous and asynchronous environments

Challenges of case-based teaching.

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