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ERIC Number: ED408265
Record Type: RIE
Publication Date: 1997-Mar
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Case for Stories: Toward Further Understanding of Situated Knowledge and Practice.
Maslin-Ostrowski, Patricia; Ackerman, Richard H.
In contrast to case study, where participants learn vicariously through other peoples' cases, the case story approach invites people to learn through writing and telling about their own experiences as practitioners. This study of school leaders using case stories in university classrooms and in-service leadership academies focused on what is said and how it is said; how context influences story form and content; and how the case story serves as context of socially situated activity. Research for the study was carried out at 2 universities and 2 leadership academies over a year, with 75 administrators from elementary, middle, and high school settings, both public and private, and from urban and suburban communities participating. The case story research had five steps: (1) freewrite; (2) writing case stories; (3) telling, listening, and discussing case stories; (4) small group reflection; and (5) whole group reflection and conclusion. Results of the study indicated that the individual and collective quest to make sense of complex realities through case stories was critical to learning. Case stories attest to the strength of participants' personal perspectives, are organic rather than mechanistic, and finally, may serve important purposes integrating personal experience with administrative theory. (Contains 11 references.) (ND)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997).