Case Studies for ESL Teachers

 

case study examples for teachers

We hope that our academic case studies and case study writing tips will help you in your business school, college and university education. If you don't know how to write a successful case study paper or how to make an effective case study analysis – debranddi.cf is the best place for you. Collection of case studies on examples of good practice To do this effectively we need to have teachers, tutors, lecturers, facilitators, the titles is endless! who have a secure grasp of languages – A CASE STUDY MARION SPÖRING. The student I chose for this case study is a second grade student at an elementary school. I will call him John Smith. John is a Hispanic student who has two other siblings: a younger brother in first grade and a newborn sister. I chose John after observing him in the classroom and talking to his first and second grade teachers.


Case Studies | Center for Teaching | Vanderbilt University


Appendix 1: Example assessment questions used to assess the effectiveness of case studies at promoting learning, case study examples for teachers. Appendix 2: Student learning gains were assessed using a modified version of the SALG course evaluation tool, case study examples for teachers.

Following years of widespread use in business and medical education, the case study teaching method is becoming an increasingly common teaching strategy in science education. However, the current body of research provides limited evidence that the use of published case studies effectively promotes the fulfillment of specific learning objectives integral to many biology courses.

This study tested the hypothesis that case studies are more effective than classroom discussions and textbook reading at promoting learning of key biological concepts, development of written and oral communication case study examples for teachers, and comprehension of the relevance of biological concepts to everyday life.

This study also tested the hypothesis that case studies produced by the instructor of a course are more effective at promoting learning than those produced by unaffiliated instructors.

Additionally, performance on quantitative learning assessments and student perceptions of learning gains were analyzed to determine whether reported case study examples for teachers of learning gains accurately reflect academic performance. The results reported here suggest that case studies, regardless of the source, case study examples for teachers, are significantly more effective than other methods of content delivery at increasing performance on examination questions related to chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication, case study examples for teachers.

This finding was positively correlated to increased student perceptions of learning gains associated with oral and written communication skills and the ability to recognize connections between biological concepts and other aspects of life. Based on these findings, case studies should be considered as a preferred method for teaching about a variety of concepts in science courses.

The case study teaching method is a highly adaptable style of teaching that involves problem-based learning and promotes the development of analytical skills 8. Similarly, case studies facilitate interdisciplinary learning and can be used to highlight connections between specific academic topics and real-world societal issues and applications 39, case study examples for teachers.

This has been reported to increase student motivation to participate in class activities, which promotes learning and increases performance on assessments 71619 For these reasons, case-based teaching has been widely used in business and medical education for many years 41112 Although case studies were considered a novel method of science education just 20 years ago, the case study teaching method has gained popularity in recent years among an array of scientific disciplines such as biology, chemistry, nursing, and psychology 5 — 791113case study examples for teachers, 15 — 172122case study examples for teachers, Although there is now a substantive and growing body of literature describing how to develop and use case studies in science teaching, current research on the effectiveness of case study teaching at meeting specific learning objectives is of limited scope and depth.

Studies have shown that working in groups during completion of case studies significantly improves student perceptions of learning and may increase performance on assessment questions, and that the use of clickers can increase student engagement in case study activities, particularly among non-science majors, women, and freshmen 721 In a high school chemistry course, it was demonstrated that the case study teaching method produces significant increases in self-reported control of learning, task value, and self-efficacy for learning and performance This effect on student motivation is important because enhanced motivation for learning activities has been shown to promote student engagement and academic performance 19 Additionally, faculty from a number of case study examples for teachers have reported that using case studies promotes critical thinking, learning, and participation among students, especially in terms of the ability to view an issue from multiple perspectives and to grasp the practical application of core course concepts Despite what is known about the effectiveness of case studies in science education, questions remain about the functionality of the case study teaching method at promoting specific learning objectives that are important to many undergraduate biology courses.

A recent survey of teachers who use case studies found that the topics most often covered in general biology courses included genetics and heredity, cell structure, cells and energy, chemistry of life, and cell cycle and cancer, suggesting that these topics should be of particular interest in studies that examine the effectiveness of the case study teaching method 8. However, the existing body of literature lacks direct evidence that the case study method is an effective tool for teaching about this collection of important topics in biology courses.

Further, the extent to which case study teaching promotes development of science communication skills and the ability to understand the connections between biological concepts and everyday life has not been examined, yet these are core learning objectives shared by a variety of science courses.

Although many instructors have produced case studies for use in their own classrooms, the production of novel case studies is time-consuming and requires skills that not all instructors have perfected. It is therefore important to determine whether case studies published by instructors who are unaffiliated with a particular course can be used effectively and obviate the need for each instructor to develop new case studies for their own courses, case study examples for teachers.

The results reported herein indicate that teaching with case studies results in case study examples for teachers higher performance on examination questions about chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication than that achieved by class discussions and textbook reading for topics of similar complexity.

Case studies also increased overall student perceptions of learning gains and perceptions of learning gains specifically related to written and oral communication skills and the ability to grasp connections between scientific topics and their real-world applications. The effectiveness of the case study teaching method at increasing academic performance was not correlated to whether the case study used was authored by the instructor of the course or by an unaffiliated instructor.

These findings support increased use of published case studies in the teaching of a variety of biological concepts and learning objectives. Kingsborough Community College has a diverse population of approximately 19, undergraduate students. The student population included in this study was enrolled in the first semester of a two-semester sequence of general introductory biology for biology majors during the spring, winter, or summer semester of A total of 63 students completed the course during this time period; 56 students consented to the inclusion of their data in the study.

To normalize participant groups, the same student population pooled from three classes taught by the same instructor was used to assess both experimental and control teaching methods. The four biological concepts assessed during this study case study examples for teachers bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication were selected as topics for studying the effectiveness of case study teaching because they were the key concepts addressed by this particular case study examples for teachers that were most likely to be taught in a number of other courses, including biology courses for both majors and nonmajors at outside institutions.

At the start of this study, relevant existing case studies were freely available from the National Center for Case Study Teaching in Science NCCSTS to address mitosis and meiosis and DNA structure and replication, case study examples for teachers, but published case studies that appropriately addressed chemical bonds and osmosis and diffusion were not available. Therefore, original case studies that addressed the latter two topics were produced as part of this study, and case studies produced by unaffiliated instructors and published by the NCCSTS were used to address the former two topics.

Four of the remaining core topics covered in this course macromolecules, photosynthesis, genetic inheritance, and translation were selected as control lessons to provide control assessment data.

Case study examples for teachers minimize extraneous variation, control topics and assessments were carefully matched in complexity, format, and number with case studies, and an equal amount case study examples for teachers class time was allocated for each case study and the corresponding control lesson.

Instruction related to control lessons was delivered using minimal slide-based lectures, with emphasis on textbook reading assignments accompanied by worksheets completed by students in and out of the classroom, and small and large group discussion of key points. Completion of activities and discussion related to all case studies and control topics that were analyzed was conducted in the classroom, with the exception of the take-home portion of the osmosis and diffusion case study.

Assessment scores were collected from regularly scheduled course examinations. For each case study, case study examples for teachers, control questions were included on the same examination that were similar in number, format, point value, and difficulty level, but related to a different topic covered in the course that was of similar complexity.

All assessment questions were scored using a standardized, pre-determined rubric. Students were presented with a consent form to opt-in to having their data included in the data analysis. After the course had concluded and final course grades had been posted, case study examples for teachers, data from consenting students were pooled in a database and identifying information was removed prior to analysis. Statistical analysis of data was conducted using the Kruskal-Wallis one-way analysis of variance and calculation of the R 2 coefficient of determination.

To evaluate the effectiveness of the case study teaching method at promoting learning, student performance on examination questions related to material covered by case studies was compared with performance on questions that covered material addressed through classroom discussions and textbook reading. The latter questions served as control items; assessment items for each case study were compared with control items that were of similar format, difficulty, and point value Appendix 1.

In terms of examination performance, no significant difference between case studies produced by the instructor of the course chemical bonds and osmosis and diffusion and those produced by unaffiliated instructors mitosis and meiosis and DNA structure and replication was indicated by the Kruskal-Wallis one-way analysis of variance. Case study teaching method increases student performance on examination questions.

Mean score on a set of examination questions related to lessons covered by case studies black bars and paired control questions of similar format and difficulty about an unrelated topic white bars. Error bars represent the standard error of the mean SEM. Student learning case study examples for teachers were assessed using a modified version of the SALG course evaluation tool Appendix 2.

To determine whether completing case studies was more effective at increasing student perceptions of learning gains than completing textbook readings or participating in class discussions, perceptions of student learning gains for each were compared. The case study teaching method increases student perceptions of learning gains.

B Improve your ability to communicate your knowledge of scientific concepts in writing? C Improve your ability to communicate your knowledge of scientific concepts orally? D Help you understand the connections between scientific concepts and other aspects of your everyday life? To elucidate the effectiveness of case studies at promoting learning gains related to specific course learning objectives compared with class discussions and textbook reading, students were asked how much each of these methods of content delivery specifically helped improve skills that were integral to fulfilling three main course objectives.

The case study examples for teachers in learning gains associated with both written and oral communication were statistically significant when completion of case studies was compared with either participation in class discussion or completion of textbook readings. Compared with textbook reading, class discussions led to a statistically significant increase in oral but not written communication skills. To test the hypothesis that case studies produced specifically for this course by the instructor were more effective at promoting learning gains than topically relevant case studies published by authors not associated with this course, perceptions of learning gains were compared for each of the case studies.

Therefore, it can be concluded that the effectiveness of case studies at promoting learning gains is not significantly affected by whether or not the course instructor authored the case study. Case studies positively affect student perceptions of learning gains about various biological topics. Finally, case study examples for teachers, to determine whether performance on examination questions accurately predicts student perceptions of learning gains, mean scores on examination questions related to case studies were compared with reported perceptions of learning gains for those case studies Fig.

The coefficient of determination R 2 value was 0. This correlation was independent of case study author. Perception of learning gains but not author of case study is positively correlated to score on related examination questions.

Positive point differences indicate how case study examples for teachers higher the mean scores on case study-related questions were than the mean scores on paired control questions. Black squares represent case studies produced by the instructor of the course; white squares represent case studies produced by unaffiliated instructors. R 2 value indicates the coefficient of determination. The purpose of this study was to test the hypothesis that teaching with case studies produced by the instructor of a course is more effective at promoting learning gains than using case studies produced by unaffiliated instructors.

This study also tested the hypothesis that the case study teaching method is more effective than class discussions and textbook reading at promoting learning gains associated with four of the most commonly taught topics in undergraduate general biology courses: chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication. In addition to assessing content-based learning gains, development of written and oral communication skills and the ability to connect scientific topics with real-world applications was also assessed, because these skills were overarching learning objectives of this course, and classroom activities related to both case studies and control lessons were designed to provide opportunities for students to develop these skills.

Finally, data were analyzed to determine whether performance on examination questions is positively correlated to student perceptions of learning gains resulting from case study teaching, case study examples for teachers.

Compared with equivalent control questions about topics of similar complexity taught using class discussions and textbook readings, all four case studies produced statistically significant increases in the mean score on examination questions Fig. This indicates that case studies are more effective than more commonly used, traditional methods of content delivery at promoting learning of a variety of core concepts covered in general biology courses.

The finding that there was no statistical difference between case studies in terms of performance on examination questions suggests that case study examples for teachers studies are equally effective at promoting learning of disparate topics in biology. The observations that students did not perform significantly less well on the first case study presented chemical bonds compared with the other case studies and that performance on examination questions did not progressively increase with each successive case study suggests that the effectiveness of case studies is not directly related to the amount of experience students have using case studies.

Furthermore, anecdotal evidence from previous semesters of this course suggests that, case study examples for teachers, of the four topics addressed by cases in this study, DNA structure and function and osmosis and diffusion are the first and second most difficult for students to grasp. The lack of a statistical difference between case studies therefore suggests that the effectiveness of a case study at promoting learning gains is not directly proportional to the difficulty case study examples for teachers the concept covered.

However, case study examples for teachers, the finding that use of the osmosis and diffusion case study resulted in the greatest increase in examination performance compared with control questions and also produced the highest student perceptions of learning gains is noteworthy case study examples for teachers could be attributed to the fact that it was the only case study evaluated that included a hands-on experiment.

Because the inclusion of a hands-on kinetic activity may synergistically enhance student engagement and learning and result in an even greater increase in learning gains than case studies that lack this type of activity, it is recommended that case studies that incorporate this type of activity be preferentially utilized.

Student perceptions of learning gains are strongly motivating factors for engagement in the classroom and academic performance, so it is important to assess the effect of any teaching method in this context 19 A modified version of the SALG course evaluation tool was used to assess student perceptions of learning gains because it has been previously validated as an efficacious tool Appendix 2 Using the SALG tool, case study teaching case study examples for teachers demonstrated to significantly increase student perceptions of overall learning gains compared with class discussions and textbook reading Fig.

Case studies were shown to be particularly useful for promoting perceived development of written and oral communication skills and for demonstrating connections between scientific topics and real-world issues and applications Figs.

These findings also suggest that case study teaching could be used to increase student motivation and engagement in classroom activities and thus promote learning and performance on assessments. The finding that textbook reading yielded the lowest student perceptions of learning gains was not unexpected, since reading facilitates passive learning while the class discussions and case studies were both designed to promote active learning.

Importantly, there was no statistical difference in student performance on examinations attributed to the two case studies produced by the instructor of the course compared with the two case studies produced by unaffiliated instructors. Even when considering the inherent qualitative differences of course grades, these differences are negligible. The observation that case studies published by unaffiliated instructors are just as effective as those produced by the instructor of a course suggests that instructors can reasonably rely on the use of pre-published case studies relevant to their class rather than investing the considerable time and effort required to produce a novel case study.

Case studies covering a wide range of topics in the sciences are available from a number of sources, and many of them are free access.

It should be noted that all case studies used in this study were rigorously peer-reviewed and accepted for publication by the NCCSTS prior to the completion of this study 2101825 ; the conclusions of this study may not apply to case studies that were not developed in accordance with similar standards.

Because case study teaching involves skills such as creative writing and management of dynamic group discussion in a way that is not commonly integrated into many other teaching methods, it is recommended that novice case study teachers seek training or guidance before writing their first case study or implementing the method.

The lack of a difference observed in the use of case studies from different sources should be interpreted with some degree of caution since only two sources were represented in this study, and each by only two cases. Furthermore, in an educational setting, quantitative differences in test scores might produce meaningful qualitative differences in course grades even in the absence of a p value that is statistically significant.

In the future, it could be informative to confirm these findings using a larger cohort, by repeating the study at different institutions with different instructors, by evaluating different case studies, and by directly comparing the effectiveness of the case studying teaching method with additional forms of instruction, such as traditional chalkboard and slide-based lecturing, case study examples for teachers, and laboratory-based activities, case study examples for teachers.

 

Using Case Studies to Teach » Center for Teaching & Learning | Boston University

 

case study examples for teachers

 

THE CARING TEACHER: A MULTIPLE CASE STUDY THAT LOOKS AT WHAT TEACHERS DO AND BELIEVE ABOUT THEIR WORK WITH AT-RISK STUDENTS Sarah Whitney Thompson, Ph.D. University of Nebraska, Adviser: Michael Scheel Caring teachers have been identified as a critical component of successful. The student I chose for this case study is a second grade student at an elementary school. I will call him John Smith. John is a Hispanic student who has two other siblings: a younger brother in first grade and a newborn sister. I chose John after observing him in the classroom and talking to his first and second grade teachers. Case Studies. Print Version Case studies are stories that are used as a teaching tool to show the application of a theory or concept to real situations. Dependent on the goal they are meant to fulfill, cases can be fact-driven and deductive where there is a correct answer, or they can be context driven where multiple solutions Author: Rhett Mcdaniel.