Case Method Instruction in Special Education Teacher Preparation

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Case Method Instruction in Special Education
Teacher Preparation

• Ockjean Kim
• Bob Utke
• Susan Hupp

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The proliferation of case studies

• Use of case studies is widely promoted
• Increases application and generalization of
  material
• Increases student interest and engagement
• There is little research on effectiveness and
  benefits of using case studies in preparation of
  new teachers (Snyder McWilliam, 1999)

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Engaging learners with cases

• Some proponents of case studies describe
  socratic and analytic methods for teaching
  students with cases
• However, course instructors frequently introduce
  brief cases to structure group discussion.

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Testing the use of cases

• A strong test of an instructional technique
  involves comparing that technique against a
  different proven teaching approach.
• Instruction using application questions has been
  demonstrated to improve student learning in
  college classes (Gurman, Holliman, Camperell,
  1988).

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RESEARCH QUESTIONS

• (a) Does case method instruction produce
  application of information superior to that of
  the application question method?,
• (b) Is there a difference in students perception
  and preference for case study method vs.
  application question method?, and
• (c) Is there a difference in instructional
  efficiency?

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METHODSParticipants

• Participants
• 12 Students enrolled in a required course for
  special education DD teaching licensure
• Course
• focus on impacts of hearing and vision
  impairments in students w/ multiple disabilities
• related medical terms, assessment, instructional
  /adaptive strategies

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METHODSDesign
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METHODSDependent Measures

• Group Data
• Discussion time
• Scores from Discussion Guide (IOA 97)
• Descriptive Statistics
• Individual Data
• Student Preference Survey (Cronbachs a .71)
• Midterm Quizzes-Application (IOA 93)
• Wilcoxon Matched-Pairs Signed-Ranks Test

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RESULTSGroup Scores from Discussion Activity
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RESULTSMidterm Quiz Scores

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RESULTSStudent Preference

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DISCUSSION

• Not an exhaustive review of the case method
  approach
• Efficiency for course preparation and course
  conduct
• Comparing two discussion strategies
• Experienced students
• One-shot treatment