ERIC Number: ED500180
Record Type: Non-Journal
Publication Date: 2004-Sep-13
Case Study Analysis in the Classroom: Becoming a Reflective Teacher
Campoy, Renee W.
SAGE Publications (CA)
Stories of students in need, or of teachers who are struggling, draw readers into the process of solving classroom problems in a manner that traditional textbook formats are unable to match. Presented in an engaging and stimulating manner, this book provides beginning teachers a variety of typical classroom problems to analyze and solve. Solving the case study problems helps new teachers develop the knowledge bases they need to solve real problems in their own classrooms. More than a book of cases, it is an important starting point for students learning about case study research, especially the analysis of cases and their potential uses in the classroom. In addition, readers will also be guided through the process of reflective problem solving, developing an educational philosophy, and writing their own case studies. Author Renee Campoy has written cases that tackle challenging and controversial problems. Her approach rests on the foundation that authentic learning and growth are best achieved through ideas that challenge assumptions and preconceived notions about education. A matrix of case studies is included that groups the cases by grade level, case focus, and primary educational topic, allowing students and instructors at all levels to customize their use of the book. Case study topics include low academic achievement; learning disabilities; low motivation; misbehaving and disruptive students; reluctant readers; high-stakes assessment; inappropriate scaffolding; cultural conflict; socioeconomic issues; attention deficit/hyperactive disorder; parent conferences; and bilingual education. To support the problem solving process, each case study includes a rubric that provides feedback to the reader about the quality of their solution. The rubric is research based and written according to the King and Kitchener model of reflective judgment. This approach encourages teachers to apply their classroom experiences, knowledge of content, and understanding of learning theory during classroom problem solving.
Descriptors: Bilingual Education, Learning Disabilities, Parent Conferences, Student Motivation, Problem Solving, Case Studies, Reflective Teaching, Case Method (Teaching Technique), Beginning Teachers, Low Achievement, Reading Difficulties, Behavior Problems, High Stakes Tests, Scaffolding (Teaching Technique), Socioeconomic Influences, Hyperactivity, Attention Deficit Disorders
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Publication Type: Books; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A