The instructional process: The case method approach
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Jan-Apr., 1985
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Abstract
This paper examines the viability of the case method as a teaching and learning strategy in instructional systems geared towards the training of personnel for the administration of various aspects of educational systems. The core argument in the presentation is that the case method (introducing problematic real world cases for mutual examination and resolution by teachers and students) provides the trainer with a real opportunity to help the learner become self-directed during the instructional process. The curricular goal of turning theory into practice is also achieved. The paper (a) defines the case method, (b) discusses the curricular justification for using the method in the context of educational administration, (c) notes the method's values for the learner, (d) considers some practical concerns from the teacher's perspective, and (e) offers some instructional hints and examples of practice. The paper concludes that while using the method requires training, skill, and preparation by both teachers and students, it can prove very valuable under the right conditions. Appendixes compare conceptions of the curriculum, list key issues in organizational behaviour in educational settings, and present a case cited as an example in the text
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Special Issue: The Professional Preparation and Development of Educational Administrators in Developing Areas with Emphasis on the Commonwealth Caribbean, edited by Earle H. Newton & David G. Marshall