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ERIC Number: EJ864339
Record Type: Journal
Publication Date: 2009
Pages: 12
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-1812-9129
Teaching Policy Theory and Its Application to Practice Using Long Structured Case Studies: An Approach that Deeply Engages Undergraduate Students
Walker, Christopher
International Journal of Teaching and Learning in Higher Education, v20 n2 p214-225 2009
This paper reviews the use of extended case studies as a teaching method to deeply engage students in the learning and understanding of policy theory. Discussion commences with a review of the literature on the use of case method as an approach to teaching and learning and then critiques the results of student surveys that questioned their opinions on the effectiveness of the case teaching method as experienced in their policy studies course. The analysis of the findings suggest that where a key course goal is to teach policy theory and enable students to use it as a tool to analyze practice, then at the undergraduate level, long structured case studies extended over a number of weeks are most effective. Engaging students in extended case studies helps them develop applied policy skills, an understanding of policy theory and greater capacity to apply theoretical concepts to assist in the analysis of real, everyday policy problems. This paper argues that extended case studies that involve students in the research and analysis of contemporary policy issues is an effective way of engaging students in course material and encourages deep learning. (Contains 1 table.)
International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A