Case studies in education

Case Study Teaching
Contents:
  1. Educational Technology - Stories & Case Studies | Microsoft Education
  2. Case studies
  3. Transformative education solutions
  4. Teaching Materials Using Case Studies

Community College: Transitions. Early Childhood. Evaluation Planning and Design. Educational Impact Evaluation. Implementation Evaluation. Large-Scale Surveys. Learning Technologies. Out-of-School Learning. However the loss of the two staff leaders who had considerable professional development when the E4E cluster was operating, has reduced the number of staff who can mentor and support others delivering enterprise learning activities.

In Term 1 students are involved in team building-type activities and learning how to cooperate in line with the enterprising attributes and key competencies. They record their activities in an Achievers Book that includes a self assessment in terms of the enterprising attributes. Later in the year students set up groups and develop a business proposal, which they present to the teacher for approval.

Students have a good degree of ownership of projects and make contact with community partners themselves. Previously partnerships have been developed with the local museum, the fire brigade, and early childhood centre, La Leche League catering for a conference and the youth centre. As a result of these projects some students have participated in a national competition, the BP Community Enterprise Challenge. Attempts have been made to integrate E4E into some NCEA technologies standards, and also in Year 12 statistics through a project in partnership with a local community board.

Problems were encountered during moderation of the technology standard and this has now been modified to providing such activities for a vocational student group outside the NCEA framework.

Students have also assisted with the development of a community gymnasium at the school, painting the room and assembling the equipment. They have constructed a fence around a school property and designed and painted a mural. They are in the planning stages of a project to build an enclosed garden with Years 12 and 13 students as the clients. The school has also attempted to carry out some integrated enterprise activities. Not all teachers have been enthusiastic about this. Workload was said to be an issue, with staff saying that new curriculum and assessment requirements have taken up staff time and energy.

School F was also part of an E4E cluster from to The principal was initially cautious about joining the cluster but was convinced by the links between enterprise and authentic learning. In particular he saw the project as an opportunity to motivate students, especially those at risk of disengagement.

That principal left in The new principal who started in has no experience of E4E or enterprise learning and does not see it as his first priority as he establishes himself in the school. There have also been staff changes with some of those who had developed enterprising learning being among the teachers who have left. A falling roll and the associated staff redundancies have also put pressure on staff.

The decrease in staff has increased class sizes and reduced timetable flexibility. A new Years 9 and 10 timetable and options structure in have also preoccupied staff. Despite these changes, the school is maintaining enterprise learning as part of the curriculum. The in-school coordinator has provided continuity during these changes.

She supports teachers who choose to implement enterprise learning activities. She monitors projects against specific milestones, maintains impetus and vision, and facilitates opportunities for teachers to coach each other and network with the community. She also gives detailed annual reports about enterprise about enterprise learning and its outcomes to the board. In and just under half of the teachers developed enterprise learning activities in 34 projects. Most of these projects operated in the junior school.

All of these projects involved student negotiation and liaison with clients with many of the students showing high degrees of self-management in organising significant aspects of this work. In students in Years 9 and 10 have been able to select an enterprise learning option class from the timetable.

This is a four-hour-per-week option, including one double period, which provides some flexibility for activities that students undertake outside the school. Initially this class targeted students who were more likely to be at risk of being disengaged with school, but in a broad range of students now participates. Ideas for projects are generated by students and have included working with the SPCA, spending time with residents at the rest home and weeding and planting in a conservation area.

Educational Technology - Stories & Case Studies | Microsoft Education

They also assisted with stream cleaning, learned local traditions and cooked for marae elders. In the senior school most teachers reported to ERO that they had difficulties in establishing a link between NCEA and enterprise activities. Staff perceived that the NCEA assessment requirements for their subject dictated the curriculum to be covered, and were reluctant to use enterprise contexts and approaches.

English, mathematics and science teachers were the most reluctant about using authentic learning approaches. One successful enterprise learning project at Year 12 geography involved students mapping a creek for the Department of Conservation DoC.

Case studies

This mapping exercise allowed students to complete the requirements for an achievement standard and provided information for a local fishery conservation project. Feedback from DoC was that this was a valued piece of work. The teachers at School F report higher levels of engagement from students who participated in enterprise learning activities, including those who had previously been disengaged.

Similarly it has enhanced the perception of teenagers by community members. At the end of the food technology teacher at School G was invited to join an enterprise cluster focused on food technology. The teacher agreed to participate although the short notice made it challenging to set up a new course for her Year 13 class before the year started. The teacher had a food nutrition background and had to quickly develop an understanding of both food technology and enterprise.

Moreover most of the students had enrolled for a conventional food and nutrition course and some found the requirements of the new course to be more challenging than they had expected. The project drew on the technology curriculum and emphasised the enterprising attributes of the technology process. It provided professional development for teachers in both food technology and business skills.


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A business partner prepared a brief for Year 13 students regarding the type of product students were expected to design. The business partner also provided the students with feedback along the way. Support from the professional learning and development project was important in helping the teacher design and deliver the new course. A food technology consultant provided expertise in food technology processes and the scientific basis for product design.

Transformative education solutions

The consultant was quick to respond to email queries from the teacher and students about design issues. She was knowledgeable about the curriculum and advised the teacher on ways to teach key elements of the course. The use of a business client made the design process an authentic learning experience for students. Students discussed the specific requirements of the client and tested their various product options. Students had to consider the challenges involved in scaling up the production of their samples and ensuring that there could be consistent quality standards for larger-scale production.

As part of these processes students also considered the potential profitability of their products. They had to interview members of the public about the taste and appeal of their product and meet with people who would help market their product, such as those who printed the labels for food containers.

As the year progressed, the teacher found that students needed structure and support to keep them on task. She set up a checklist of key tasks so that she and the students could keep track of deadlines and monitor their progress. Share this course via email.

Teaching Materials Using Case Studies

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