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Inquiry: Critical Thinking Across the Disciplines

Volume 24, Issue 3, Spring 2005
Using Case Studies to Promote Critical Thinking

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articles
1. Inquiry: Critical Thinking Across the Disciplines: Volume > 24 > Issue: 3
Kenneth T. Henson Introduction
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2. Inquiry: Critical Thinking Across the Disciplines: Volume > 24 > Issue: 3
Linda K. Elksnin Using Cases to Improve the Critical Thinking Skills of Prospective Teachers
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This essential that prospective teachers develop critical thinking skills. However, they cannot develop these skills simply by reading the assigned text, taking notes during lecture, and completing exams. The case method of instruction (CMI) relies on real-life situations to teach students general problem solving and decision making through active participation in the leaming process. Thus, CMI offers an effective means of developing the critical thinking skills of prospective teachers. This article presents guidelines teacher educators can follow to create case-based classrooms. Specific recommendations are offered regarding case selection, case presentation, case writing, and case evaluation procedures.
3. Inquiry: Critical Thinking Across the Disciplines: Volume > 24 > Issue: 3
Dan T. Ouzts, Mark J. Palombo Case Method in a Graduate Children’s Literature Course to Foster Critical Thinking: Picture Books and the QAR
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This research describes and presents a reading comprehension strategy called the Question-Answer Relationship (QAR) that was used in a graduate level children’s literature course that combined the characteristics of the case study method and critical thinking connected to picture books. The intent of the research was to provide a framework to graduate students for teaching both reading comprehension and critical thinking, The use of questioning served as the structure or strategy for the graduate students to subsequently apply this to their classrooms. Problems, questions, and issues in one picture book (Faithful Elephants, 1951) served as sources of motivationand critical thinking for the case study method.
4. Inquiry: Critical Thinking Across the Disciplines: Volume > 24 > Issue: 3
Minnie N. Blackwell, WendeIl J. Rodgers, Stephenie M. Hewett The Use of Case Studies to Instruct Qualities of Leadership in a Character Education Program
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The case study method offers a hands-on inquiry based method for teaching leadership traits. With this in mind, the case study method is used to provide opportunities for middle school students to analyze a situation and the actions of the case study charactcrs and to identify leadership behaviors. The use of the case study method allows instructors to teach character education to this group of middle school students by promoting the use of critical thinking skills through small group discussions and reflections. The staff is confident by using this method that the students are able to analyze, discuss, and draw conclusions for discussions in small groups.
5. Inquiry: Critical Thinking Across the Disciplines: Volume > 24 > Issue: 3
Richard K. Murray, Kay D. Woelfel, Gerald M. Bullock Making the ‘Case’ for Performance Appraisal
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Accreditation requirements for schools of education across the country have changed dramatically in recent years. Accreditation bodies are no longer willing to accept a proclamation that a particular standard or guideline is being addressed in a course through lecture or course requirements. Performance assessment is the current concept requiring schools of education to demonstrate student mastery of a standard and to provide data demonstrating this mastery. Case studies present a teaching and learning opportunity to demonstrate students have the ability to master a particular accreditation standard or guideline while also providing a method to ensure an opportunity to develop higher order thinking skills.
6. Inquiry: Critical Thinking Across the Disciplines: Volume > 24 > Issue: 3
Thomas J. Buttery, Debra Baird-Wilson An Electronic Learning Community Partnership Uses Case Studies to Enhance Diversity
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Accrediting institutions and state departments of education are requiring descriptions to work together to tie teacher education curriculum to state and national standards. Most state and national accrediting bodies have at least one diversity standard. Principle Three of the Interstate New Teacher Assessment and Support Consortium (INTASC; 1992) states, “The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners” (p. 18). This article describes how the college of education faculty at Fort Hays State University in Kansas and the faculty at Stillman College, a historically black college in Alabama, are creatlng an electronic learning community to meet this challenge. The program uses the case study method to lead students to think critically about their own dispositions and the strategies they are using to prepare their future teachers to meet the diverse needs of their future classrooms.
7. Inquiry: Critical Thinking Across the Disciplines: Volume > 24 > Issue: 3
David M. Brown How the Case Study Method of Instruction Employs Critical Thinking to Facilitate Learning
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The Case Study Method of Instruction (CSMI) is an excellent vehicle for achieving many instructional goals, including employing critical thinking to facilitate learning. The best results occur when instructors have a clear understanding of the CSMI and critical thinking. In this article, the author describes the evolution of the CSMI, its notable characteristics, and its instructional benefits. The author also presents five detailed definitions of critical thinking, and explains how case studies can be used to lead students to think critically and subsequently learn.