| Summary: | 博士 === 國立臺灣師範大學 === 教育研究所 === 89 === Case method has emerged and been recognized in the professions such as law, business, clinical psychology, and medicine. It did not only make great impact on learning in the above fields, but also gradually adopted by educational professionals. In 1986, a report entitled "A Nation Prepared: Teachers for the 21st Century," issued by the Carnegie Forum on Education and the Economy , recommended that programs of teacher preparation should pay more attention to the case method in instruction.
The main purpose of this paper is to study the case method and the use of the case method in educational administration program. It reviews the history of development of the case method in various disciplines, including related research in case selection, writing, as well as implementation. In addition, local cases were developed and implemented in educational administration program by the researcher. The findings obtained from the study shall serve as references for further studies and application of case method.
The research methods employed in this study include the literature analysis, questionnaire survey, and interview. First, a literature review was conducted to analyze the historical rationale for implementation of the case method. Second, ten indigenous cases were developed and used for classroom instruction in an educational administration program for a period of two weeks. At the end of the teaching period, a ‘case method application survey’ was used to collect feedback from the participants in this study. Finally, ten faculty and students in law, business, clinical psychology, and teacher education were interviewed for their personal experiences in using case method in their classes
The following are important conclusions drawn from the results of literature review, survey, and interview studies:
1.The importance of case method in learning was revealed in the review of its historical development and related theories, practice, and research. The case method was found to enhance learners'' reflection that promotes the constructivist''s view of learning.
2.To use the case method effectively, preparation of proper cases, and active interaction between teacher and students are necessary.
3.There are several ways to implement the case method in a class setting, including discussion, Q & A, and role playing, etc..
4. An instructor is encouraged to use various instructional methods to teach with cases during a semester. For curriculum planning in teacher preparation programs, it is suggested case methods to be first applied to subject areas with greater emphasis on practice, such as educational administration, classroom management, principles and practice in guidance and counseling, then gradually increase the use of case methods in subsequent courses as well as other subject areas.
5.The survey results showed positive feedback from the participants. The case method was perceived as a useful teaching method that deemed worthy for further application and extension.
6.There are also problems and difficulties during the implementation that deserve further attention and call for proper preparation in the future use of the case method.
As a summary of this research study, some suggestions are made in the following for researchers, practitioners, and administrators of educational programs:
1.For case development: To employ several ways to increase the amount of cases collected. It is suggested to set up a case research and development center to collect and exchange cases for teaching.
2.For case application: To conduct seminars in case teaching to improve teachers’ teaching skills. To set up a research community and teaching web sites to popularize the method.
3.For case research: The administrative agency should support the development of case and case method.
4. For case teaching: Case method could be planed to be part of the training courses for teachers and educational administrators.
5. For future research: The areas that deserve special attention include the effect of the case method, the interaction between teacher and students during the whole class case discussion, as well as the subjects and learners fit for the case method in the future.
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