With the current emphasis on assessment and data-driven instruction, pre-service teachers rarely get a chance to consider how they will deal with the dilemmas that may surface in their future classrooms. The case studies in this book enable novice educators to consider the possibilities for dealing with issues, but it also provides a process for them to hone their instructional skills, as the book includes information for developing questions and facilitating the case discussions. In this book, Debra Eckerman Pitton provides a bridge from the theoretical to the practical, using case studies to engage pre-service teachers in the analysis of situations and the problem-solving they will need to do in the classroom.
Developing Preservice Problem-Solving Skills through Case Studies provides learning experiences for preservice teachers which cause them to reflect, consider, and apply what they have learned in their coursework. Pitton places our students in classrooms with teachers as they face challenges that clearly reflect the learning diversity of today’s classrooms. She provides necessary formats and templates to guide students in effectively facilitating case study discussions in their courses. In addition, Pitton provides education faculty with course topics linked to each chapter’s case study. This book brings today's challenges for teaching into education courses and provides opportunities for preservice teachers to build both confidence and competence through thought-provoking and authentic case studies.
Developing Preservice Problem-Solving Skills through Case Studies provides preservice teachers a much-needed glimpse into the student teaching experience. Pitton artfully crafts the cases in such a way as to clearly delineate the challenges and complexities of each scenario; she truly poses a dilemma, representing multiple perspectives and considerations and encouraging the reader to reflect on how to best handle the situation. The reality-based stories prompt preservice teachers to translate theory into practice, and the focus and discussion questions require students to think critically about the art and science of teaching. This text has been instrumental in preparing my methods students for their student teaching semester and beyond!
Inc. Book News
This casebook for use in teacher education courses presents first-person case studies on classroom issues. In addition to cases, the book also includes a structure, guidelines, and assessment rubric for developing questions and facilitating classroom discussions about the cases among preservice teachers using the book. The cases, set in grades K-12, begin with focus questions, and address areas such as classroom management, inclusion, respect, group work, and parents as partners. Pitton is professor of education at Gustavus Adolphus College.
Debra Eckerman Pitton is department chair and professor of education at Gustavus Adolphus College in St. Peter, Minnesota and specializes in instructional methodology. She began her career teaching high school and middle level communication arts and has served as an assistant superintendent for a local school district as well as on her community school board.
Chapter 1 i. Preface - Rationale for the Use of Case Studies Chapter 2 ii. Introduction - Case Methodology Chapter 3 iii. Case Discussion Learning Task Chapter 4 iv. Planning for Classroom Discussions: Objectives, Questions, Structures for Involving Students and Assessments Chapter 5 Planning to Meet All Their Needs Chapter 6 Getting to Know Myself Chapter 7 Habla Espanol? Chapter 8 Meeting Them Where They Are Chapter 9 To Be or Not to Be Chapter 10 Technology = Motivation? Chapter 11 Content or Kids? Chapter 12 Is Honesty the Best Policy? Chapter 13 Keeping My Cool: Classroom Management Chapter 14 Inclusion Conclusions Chapter 15 Another Set of Eyes Chapter 16 What Exactly is a "C"? Chapter 17 I Get No Respect Chapter 18 ADHD and Me! Chapter 19 We Don't Do Group Work Here Chapter 20 It's Not What You Said; It's How You Said It! Chapter 21 How Do We Make This Right? Chapter 22 Reflections and Connections Chapter 23 Beyond the Classroom Chapter 24 Parents as Partners Chapter 25 Communication and Culture in Math? Chapter 26 Failing Student Teaching—Is That Possible?