Examining Preservice Teachers' Classroom Management Decisions in Three Case-based Teaching Approaches

Yasemin Demiraslan Çevik, Thomas Andre
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This study was aimed at comparing the impact of three types of case-based approaches (worked example, faded work example, and case-based reasoning) on preservice teachersâ decision making and reasoning skills related to realistic classroom management situations. Participants in this study received a short-term implementation of one of these three major approaches to case-based instruction. Specifically, this study focused on analyzing studentsâ open-ended responses to classroom management problems presented before and after instruction using one of these methods. The treatment groups did not differ significantly on the number of the alternatives they created and SELECTed in decision tasks or the number of reasons students used to justify their decisions. Additionally, in each group, the majority of the classroom management strategies generated on all three assessments focused on suppressing inappropriate behavior, rather than promoting appropriate behavior or helping students develop self-regulation.


Case-based method, Decision making, Classroom management, Preservice teachers

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Copyright (c) 2017 International Journal of Education in Mathematics, Science and Technology



International Journal of Education in Mathematics, Science and Technology (IJEMST) 
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Editors: Ismail Sahin & Mack Shelley

Place of Publication: Turkey & Name of Publisher: Ismail Sahin

ISSN: 2147-611X (Online)