Discussion of the case method of instruction (CMI) in early intervention personnel preparation offers information on selecting quality cases, preparing for case discussion, facilitating case discussion, and evaluating learner outcomes. Strategies described were field-tested and validated with 128 early intervention instructors who participated in…

Examines the use of the case method to reform physical education teacher education. Reviews research on the use of cases in other professional preparation programs, and on multicultural education and case method, and technology-based cases. Offers suggestions on possibilities and pitfalls in using case method. (SM)

Discusses authentic activities and case based learning and describes two cases that were developed as support materials for master's degree students undertaking a major multimedia design project at the University of Wollongong (Australia). Examines Jonassen's model for a constructivist learning environment and considers desired outcomes against…

Three Web-mediated experiential case strategies were employed with 79 preservice teachers to facilitate practice of functional behavioral assessment skills. Results from the information group, chat group, and student interactions group suggest the three teaching tactics were equally effective in facilitating the application of functional…

Examined the effectiveness of two teaching elements (the artistic crafting of content and the modeling and scaffolding of perception and value) at fostering transformative experiences among students in a high school zoology class. Student outcomes were compared to the outcomes of students in a class taught with a case-based method. Significantly…

The discussion teaching process learned through use of the case method is discussed. A method for leading a discussion in which authority and control remains in the hands of the faculty member and in which content and theory is still imparted by the discussion leader is described. (MLW)

A case-based chemistry curriculum for nurses was developed and evaluated in Israel. Achievement and student attitude results for 194 academic nursing students (4 year) and 212 nonacademic students (3 year), further divided by intensive or regular teaching mode, support the effectiveness of the curriculum and its favorable reception by students.…

Teachers need focused staff development to improve content knowledge and pedagogy for specific subject areas. An interview with Lee Shulman, professor of education, discusses advantages of content-specific development, noting the important role of case studies and the changes necessary for helping teachers become lifelong students of content and…

Teams of teachers participating in CaseNET, an effective online professional development program, can analyze real life case studies and learn from their analyses. Since the program is delivered via the Internet, videotapes, and print materials, teachers can earn college credits by taking courses at their school or at a nearby university. (MLH)

Presents an overview and analysis of the Mathematics Case Methods Project, which uses cases in order to examine and reflect upon teaching. Focuses on a special kind of teacher knowledge, coined pedagogical-content knowledge. (ASK)

Analysis of responses (N=141) to a survey of teacher educators concerning the Case Method of Instruction (CMI) found that 78% were using or had recently used CMI; CMI was used most frequently in assessment and methods classes. Respondents identified CMI advantages as the application of theory to practice and development of problem-solving skills.…

Describes how Metropolitan State College of Denver, a large undergraduate institution, developed and implemented a case-based special-education curriculum approach to special-education teacher preparation. Of 20 students prepared using the case-based method, 19 have successfully passed the State of Colorado mandated teacher competency test.…

In the spring of 2002 the Ontario College of Teachers began a research project in order to foster awareness of the "Standards of Practice" for the 187 000 teachers in the province. Case work, in which 18 teachers representative of the College's membership wrote narratives describing their professional dilemmas, was the methodology…

Multimodality of learning results from the intertextual relationship between multimodal design and other meaning-making modes. Meaning making is becoming more multimodal because language is continually reshaped by new forms of communication media. This article examines anchored instruction from a multimodal perspective. The first section includes…

This paper examines the effectiveness of the case study method in a team-teaching environment designed to augment a large capstone communications course that satisfies general education requirements. Results from a survey revealed that the use of case study enhanced the otherwise missing connection between the large lecture and the recitation…