A Case-Based Learning Environment Design for Real-World Classroom Management Problem Solving

This is a preview of subscription content, access via your institution.

References

  1. Ayers, W. (2001). To teach: The journey of a teacher (2nd ed.). New York: Teachers College.

    Google Scholar 

  2. Bransford, J. D. (1993). Who ya gonna call? Thoughts about teaching problem solving. In P. Hallinger, K. Leithwood & J. Murphy (Eds.), Cognitive perspectives on educational leadership (pp. 171–191). New York: Teachers College Press.

    Google Scholar 

  3. Cho, K., & Jonassen, D. H. (2002). The effects of argumentation scaffolds on argumentation and problem-solving. Educational Technology Research and Development, 50(3), 5–22.

    Article  Google Scholar 

  4. Choi, I. & Lee, K. (2006). A Case-Based ELearning Environment for Facilitating Ill-Structured Problem Solving Skills: Classroom Management. In T. Reeves & S. Yamashita (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (pp. 1894–1901). Chesapeake, VA: AACE.

    Google Scholar 

  5. Choi, I., & Lee, K. (2007, April). Designing and implementing a case-based learning environment for enhancing ill-structured problem solving skills: Classroom management dilemma problems for prospective teachers. Paper presented at the annual conference of the American Education Research Association (AERA), Chicago, IL.

  6. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process (Rev. ed.). Lexington, MA: Health.

    Google Scholar 

  7. Doyle, W. (1986). Classroom organization and management. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 392–431). New York: Macmillan.

    Google Scholar 

  8. Ge, X., & Land, S. M. (2003). Scaffolding students’ problem-solving processes in an illstructured task using question prompts and peer interactions. Educational Technology Research and Development, 51(1), 21–38.

    Article  Google Scholar 

  9. Harrington, H. L., Quinn-Leering, K., & Hodson, L. (1996). Written case analyses and critical reflection. Teaching and Teacher Education, 12(1), 25–37.

    Article  Google Scholar 

  10. Jonassen, D. H. (1997). Instructional design models for well-structured and ill-structured problem-solving learning outcomes. Educational Technology Research and Development, 45(1), 65–94.

    Article  Google Scholar 

  11. Jonassen, D. H. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. 2, pp. 215–239). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  12. Jonassen, D. H. (2000). Toward a design theory of problem solving. Educational Technology Research and Development, 48(4), 63–85.

    Article  Google Scholar 

  13. Kitchener, K. S., (1983). Cognition, metacognition, and epistemic cognition: A threelevel model of cognitive processing. Human Development, 4, 222–232.

    Article  Google Scholar 

  14. Lee, K., & Choi, I. (2006, April). Learning classroom management through Webbased case instruction: Implications for early childhood teacher education. Paper to be presented at the annual conference of the American Education Research Association (AERA), San Francisco, CA.

  15. Perry, W. G. (1968/1999). Forms of intellectual and ethical development in the college years: A scheme. San Francisco: Jossey-Bass Publishers.

    Google Scholar 

  16. Schraw, G., Dunkle, M. E., & Bendixen, L. D. (1995). Cognitive processes in well-de-fined and ill-defined problem solving. Applied Cognitive Psychology, 9, 1–16.

    Article  Google Scholar 

  17. Shin, N., Jonassen, D. H., & MaGee, S. (2003). Predictors of Well-Structured and Ill-Structured Problem Solving in an Astronomy Simulation. Journal of Research in Science Teaching, 40(1), 7–27.

    Article  Google Scholar 

  18. Sinnott, J. D. (1989). A model for solution of ill-structured problems: Implications for everyday and abstract problem solving. In J. D. Sinnott (Ed.), Everyday problem solving: Theory and applications (pp. 72–99). New York: Praeger.

    Google Scholar 

  19. Voss, J. F., & Post, T. A. (1988). On the solving of ill-structured problems. In M. T. H. Chi, R. Glaser & M. J. Farr (Eds.), The nature of expertise (pp. 261–285). Hillsdale, N.J.: Lawrence Erlbaum Associates.

    Google Scholar 

  20. Voss, J. F. (1988). Problem solving and reasoning in ill-structured domains. In C. Antaki (Ed.), Analyzing everyday explanation: A casebook of methods (pp. 74–93). London: SAGE Publications.

    Google Scholar 

  21. Wood, P. K. (1983). Inquiring systems and problem structures: Implications for cognitive developments. Human Development, 26, 249–265.

    Article  Google Scholar 

  22. Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching: An introduction. Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

Download references

Rights and permissions

Reprints and Permissions

About this article

Cite this article

A Case-Based Learning Environment Design for Real-World Classroom Management Problem Solving. TECHTRENDS TECH TRENDS 52, 26–31 (2008). https://doi.org/10.1007/s11528-008-0151-z

Download citation

Keywords

  • Critical Thinking
  • Prospective Teacher
  • Classroom Management
  • Epistemic Belief
  • Early Childhood Teacher