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ERIC Number: EJ787263
Record Type: Journal
Publication Date: 2006
Pages: 6
Abstractor: Author
Reference Count: 7
ISSN: ISSN-0888-4064
Using Case Writing to Meet Diverse Agendas in Special Education
Spencer, Karin; Freund, Maxine; Browne, Barbara
Teacher Education and Special Education, v29 n3 p202-207 Sum 2006
Through case-writing pedagogy, an approach to case-method instruction, early intervention-early childhood leadership students examined interdisciplinary perspectives, reflected, and integrated new content. Students explored leadership theories and researched current issues and trends in early childhood mental health as they engaged in a collegial, reflective process. Furthermore, students identified issues or tensions from their work settings and developed problem-solving skills, including defining and reframing problems. The interdisciplinary leadership institute and the specific features of the case-writing pedagogy are described. Teaching outcomes are discussed, including course evaluation results and a descriptive case study. Changes in students' personal and professional beliefs; dispositions regarding reflective practice and mental health; and connections between theory, research, and practice are provided. Applications to other contexts are discussed.
Teacher Education Division of the Council for Exceptional Children. Available from: Allen Press, Inc. 810 East 10th Street, Lawrence, KS 66044. Tel: 800-627-0629; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A