How do teachers anticipate CASE teaching
will develop their own classroom practice for the better?
Such confusion can potentially derail even the best case teaching and also increases the possibility that students will see case analysis as aversive.
While case teaching can be adversely affected by a great number of students in a class, it can also be affected by too few students.
However, as noted earlier, not every instructor possess or is willing to learn these key attributes, which, in turn, may lead to poor case teaching.
18 European Case Clearing House, The Case Teaching
Note, European Case Clearing House, Cranfield University, Bedford, 1995.
The results showed that 77.2% of the participants believed that juniors and seniors can better adjust to case teaching. As basic financial accounting courses are generally taught during the first two years of college, the participants indicated that the appropriate time for implementing case study curricula should be after students have completed these basic courses.
Moreover, this present study concludes that most participants think that juniors and seniors can better adjust to case teaching. As basic financial courses are generally taught during the first two years of college, they regard the appropriate time for implementing case teaching to be the last two years of study when they have completed these basic courses.
Instrument: Gibson & Dembo 16-item teacher efficacy scale (1984), 32 case teaching
stories including student characteristics
When Sykes and Bird (1992) surveyed a variety of cases, descriptions of case teaching and arguments about cases in teacher education, five categories emerged that speak to the diversity of theory and practice surrounding the case idea:
First, he finds case teaching "deceptively difficult" and that it is "not easy mastery but steady improvement" in learning how to properly use case methodology.
Merseth (1990) who has been studying and writing about case-based teaching since 1978, found case teaching use as far back in educational administration as 1924, but attributes this lag in the general field of education to the lack of well developed case materials, and the lack of a mechanism to make cases available to a wider audience of educators.
As a faculty member of the University of Massachusetts Lowell (UML) College of Education, I integrate case teaching with lectures in all my classes.