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ERIC Number: ED463968
Record Type: Non-Journal
Publication Date: 2002-Apr
Pages: 32
Abstractor: N/A
Reference Count: N/A
The Uses of Teacher-Written Cases in the Maryland Collaborative for Teacher Preparation, a Reform-Based Specialist Mathematics and Science Teacher Preparation Program.
McGinnis, J. Randy
This paper reports on the use of teacher-written "cases" as evaluation data sources. Cases are first hand, candid, dramatic, highly readable accounts of events or a series of events in teaching. Eight teaching cases were collected which had been written by new teachers who graduated from the Maryland Collaborative for Teacher Preparation (MCTP), a reform-based specialist mathematics and science teacher preparation program. In these teacher-written cases, the new teachers identified and discussed the successes and the dilemmas they faced when they attempted to introduce into their schools instructional practices consistent with the recommendations in the national science education reform movement. Contemporary purposes for evaluation include: evaluation for accountability (measurement of results or efficiency); evaluation for development (information collected to strengthen institutions); and evaluation for knowledge (acquisition of a more profound understanding in some specific area or field). The MCTP cases were analyzed holistically and through the use of analytic induction. The findings were categorized by the goals of the MCTP. It was concluded that teaching cases can be used for all three evaluation purposes (including the more novel use of generating knowledge, the traditional realm of research) as well as for other beneficial purposes. (MM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: N/A
Identifiers - Location: Maryland