Writing of Teaching Cases by Students: Integrating Practice and Administrative Theory.

This paper describes the writing of teaching cases by students to help them understand and use multiple theoretical frames for practical decision making. It describes a doctoral level course called "Theoretical Perspectives" and the doctoral program at Temple University's Department of Educational Leadership. Students are required to study the cases before class sessions and share their analyses and action plans during the class discussion. One of the students' term assignments is to write their own teaching case. A survey of students indicate that most viewed the case-study approach positively and reported that they learned to value the usefulness of theory in practical situations. (Contains 21 references.) (LMI) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ********************************************************************* WRITING OF TEACHING CASES BY STUDENTS : INTEGRATING PRACTICE AND ADMINISTRATIVE THEORY Barbara Nelson Pavan Dr. Barbara Nelson Pavan *Educational Leadership and Policy Studies Temple University 003-00 Philadelphia, PA 19122 (215) 204-6167 Presented at the American Educational Research Association New York, New York April 9,1996 U S DEPAPTMENT OF EDUCATION EDUC TIONAL RESOURCES INFORMATION CENTER IERICI This document has been reproduced as received from the person or organitation originating a O Minor changes have been made to improve reproduction quality Points of view or opinions slated in this document do not necessarily represent official OERI position or pohcy BEST COPY AVA1LAkiLE PERMISSION TO REPRODUCE THis MATERIAL HAS BEE43RANTED BY I) TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)" 1 Writing of Teaching Cases By Students: Integrating Practice and Administrative Theory Dr. Barbara Nelson Pavan Temple University Purpose and Theoretical Perspective The case method of teaching educational administration dates back to the publication of Educational Administration : Cases and Comments (Sargent and Belisle, 1955), developed with support from the Harvard Graduate School of Education (HGSE) due to influence from the Harvard Business School (HBS) where administrative case teaching was pioneered. While the case book by Culbertson, Jacobson, and Reller (1960) soon followed and HGSE continued using cases, interest by other institutions seemed to drop off. Unlike these older case books, three textbooks were published in 1988 (McPherson, Crowson, & Pitner; Haller & Strike; and Strike, Haller, & &Nits) which utilized cases to illustrate theoretical concepts in their expository text and also provided additional cases for student analysis. The two books by Haller and Strike use single issue cases that focus on ethical dilemmas. Cases are presented with more contextual background in the McPherson book, however, the analysis is often a critique of past actions rather than the development of an action plan. Case books followed in 1991 (Ashbaugh & Kasten and Kowalski) that were organized by leadership role, issue, or administrative function which provided classroom opportunities for simulated decision making around single focus problems. Kirschmann (1996) organized his brief case studies by administrative level. A catalogue of individual teaching cases, about half of which relate to school administration, is available from HGSE (1994). Hoy and Tarter's 1995 book is the most comprehensive organizational theory book to use a case teaching method approach. After describing an individual theory (some examples are Simon, Lindblom, Etizoni, Cohen & March, Vroom & Yetton), a brief case is given which is then 2 analyzed by the authors using that theory. The book ends with nine cases and guidelines for selecting the "best model" (theory) for analysis of a specific case. The introductory educational administration text by Sergiovanni and others (1992) labels the major views of administrative theory as efficiency, person, political and decision-making, and culture. Bo ! man and Deal's concept of Reframing Organizations (1991) in which students are asked to deliberately look at an administrative case using different lenses or theoretical frames has the power to unblock students from fixating on their preferred frame of reference. This process of using multiple theoretical frames for the same case does not mean that ail frames fit equally well, but seldom is only one frame the best fit. Bo ! man and Deal's frames are named structural, human resource, political, and symbolic which mirror Sergiovanni's terms. In addition to these four major views; critical theory with the aspects of class, economics, gender and power may be used as a fifth frame (Foster, 1986). In our Temple Educational Leadership doctoral course, Theoretical Perspectives, where students are expected to analyze cases using these five frames; few of the short, single issue cases are feasible. The contextual factors so necessary for analysis of the political, symbolic, and critical frames require thick descriptions rather than outline sketches. Dan Lortie (1994) reminded us of the need for "complex cases" such as the situations faced in the real world and that students who write cases gain a better "sense of the whole. " Still the best book on the writing of teaching cases is the 1969 classic by Towl with the definitive book on the case method of teaching having been written by Christensen (1987) both of HBS. Problem Based Learning (PBL) as described by Bridges & Ha ! linger (1995) has features in common with the case method: problem-centered, emphasis on analysis and problem-solving skills. However, they note the case method is different in that the basic unit of instruction is the case and the discussions are teacher-led. Teacher as 3 discussion leader requires not only skill, but extensive preparation of each case to enable the instructor to have the class function as a learning group with students personally involved in the discussion. Christensen (1987) provides guidance as to the development of the teacher as facilitator and assistance to students in learning that their role is not that of passive observer, but active participant in the learning of the entire class community. The major difference between PBL and the case method is that PBL is the completion and implementation of a project to solve a defined problem by a student group while the case method involves the entire class around a specific case. PLB enables the student also to practice live-long learning, meetingmanagement, and job skills such as are often the focus of a field-based internship. The case method with it whole class focus provides common experiences for the class and helps students to become acquainted with the vocabulary, theory, and practices of a given field. PLB projects have been created by students as course projects similarly to students writing cases as presented in this paper. While students have found PLB project development to take longer than anticipated, their reaction to the experience has been positive. A format or template is available (Bridges & Haller, 1995, pp. 2049) and three faculty-developed projects have been published by ERIC for classroom use. A case story telling/writing process described by Ackerman and Maslin-Ostrowski (1995) incorporated the Writing Process that had been previously used so effectively with K-12 students and teacher pre-service training. Key differences that they noted between cases and case stories are the simplicity and personal perspective of the case stories. The writing of cases for teaching by students combines the personal element as cases are built on real situations and the multiple perspectives that contribute to student growth as compared to the telling of "war stories. " 4 This paper describes the writing of teaching cases by students as a contribution to their understanding and usage of multiple theoretical frames for practical decision making. While the example presented here involves one particular doctoral course, Theoretical Perspectives, the author also has used this method with the beginning educational administration and principalship courses for master's students. Methods / Data Source The course, Theoretical Perspectives, has been offered seven times by the author every fall for the entering doctoral cohort in educational administration since 1989. The course has been taught with a variety of partners over the years, but the format was designed by the author. Modifications of the course have been made each year based on written anonymous feedback from the present cohort with the most extensive changes made between Year 1 and Year 2. The first year was the only time that the course had three instructors and three written assignments. Dr. Laurence J. Parker (now at the University of Utah) taught the course with me the fall of 1990, 1991, and 1992. Dr. Novella Z. Keith has been the other team member for the fall of 1993, 1994, and 1995. Each year revisions have been made in the course after obtaining narratives written by students suggesting course revisions. This paper describes the course with major emphasis on the student writing of teaching cases. Past students and graduates were surveyed for their reflections on this experience. Surveys were sent to 5 or 7 students from each of the 7 cohort years, with 39 of the 132 students selected for inclusion. Responses were received from 27 students, 69% of the group, with each cohort being represented by 2 or more replies. Responses were received both from students who did quite well in the course and those who found the course somewhat of a stretch. During the 7 year period of the cohort program, 11 respondents had graduated and 3 indicated that graduation was 5 anticipated for Spring 1996. The one page essay response instrument asked students to comment on 4 areas: writing of cases, analyses using theoretical frames, writing the action plan and