Instructional cases: Learning from the dilemmas of practicing teachers

Roeper Review

Volumn 23, Issue 4, 2001, Pages 206-207

  Kitano, Margie K ^a   Landry, Helen ^b  

^a SAN DIEGO STATE UNIVERSITY   (United States)

^b NONE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85007874867     PISSN: 02783193     EISSN: 1940865X     Source Type: Journal    
DOI: 10.1080/02783190109554100     Document Type: Article

References (4)

1. Lundeberg, M. A. (1999). Discovering teaching and learning through cases. In M. A. Lundeberg, B. B. Levin, & H. L. Harrington (Eds.), Who learns what from cases and how? The research base for teaching and learning with cases (pp. 3-23). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
2. Shulman, J. H. (1991). Revealing the mysteries of teacher-written cases: Opening the Black Box. Journal of Teacher Education, 42(4), 250-62.
3. Shulman, J. H., & Mesa-Bains, A. (1993). Diversity in the classroom: A casebook for teachers and teacher educators. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
4. Sudzina, M. R., & Kilbane, C. R. (1994). New contexts for educational case study applications: From classroom to competition and beyond. (ERIC Document Reproduction Service No. ED 379-679)