000			05346cam a2200721 i 4500
001			ocm29703533
003			OCoLC
005			20240726100349.0
008			940110s1994 mau b 000 0 eng
010			_a94000766
020			_a9780875844039
029	1		_aAU@ _b000010726630
029	1		_aAU@ _b000023687119
029	1		_aGBVCP _b133347346
029	1		_aNLGGC _b203682491
029	1		_aNZ1 _b4477062
029	1		_aYDXCP _b923273
035			_a(OCoLC)29703533
040			_aDLC _beng _erda _cDLC _dTHM _dUBA _dBAKER _dBTCTA _dYDXCP _dAU@ _dSNK _dBDX _dGBVCP _dOCLCO _dTVG _dOCLCF _dZAD _dOCLCQ _dBOS _dOCLCQ _dWURST
043			_an-us---
050	0	4	_aHF1131.H249.T433 1994
050	0	4	_aHF1131
100	1		_aBarnes, Louis B. _e1
245	1	0	_aTeaching and the case method : _btext, cases, and readings / _cLouis B. Barnes, C. Roland Christensen, and Abby J. Hansen. _hPR
250			_athird edition.
260			_aBoston, Massachusetts : _bHarvard Business School Press, _c(c)1994.
300			_axiii, 333 pages ; _c29 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
500			_aRevised edition of: Teaching and the case method
504			_a1
505	0	0	_aThinking in education _rJohn Dewey -- _tTeachers also must learn _rCharles I. Gragg -- _tPremises and practices of discussion teaching. -- _tTeaching with cases at the Harvard Business School -- _tSuggestions for seminar participants -- _tTeaching and the case method of discussion: opportunities, dilemmas, and risks; cases -- _tWhy teach? / Maryellen Gleason -- _tThe dreaded discussion _rPeter Frederick -- _tThe gifted can't weigh that giraffe _rSelma Wassermann -- _tSeven questions for testing my teaching _rLaura L. Nash -- _tThe roles, responsibilities, and skills of the case discussion leader; cases -- _tThe professor-student barrier to growth _rMarcia Yudkin -- _tBike riding and the art of learning _rRobert G. Kraft -- _tLouis Agassiz as a teacher _rLane Cooper -- _tPersonal thoughts on teaching and learning _rCarl R. Rogers -- _tEstablishing, monitoring, and modifying a teaching/learning contract; cases -- _tSandboxes and honeybees _rRoland S. Barth -- _tQuestioning, listening, and responding: the key skill requirements; cases -- _tA little coffee to the rescue _rPeter Kugel -- _tThe critical instructional choice: guidance vs. control; cases -- _tBarn raising: collaborative group process in seminars _rSondra M. Napell -- _tThe case discussion leader in action: operational challenges and opportunities. The teacher-student relationship; cases -- _tEvaluation and discipline; cases -- _tAngels on a pin _rAlexander Calandra -- _tShould I fail her? / Max L. Waters -- _tGender; cases -- _tDiversity; cases -- _tJapanese students' participation in U.S. classrooms: a sociolinguistic perspective _rLowry Hemphill and Masahiko Minami -- _tEthical dilemmas and the case discussion process -- _tTeaching and teachers: three views _rHaim G. Ginott, Sophie Freud, and Neil Postman -- _tNext steps: writing cases for your own teaching seminars -- _tThe uses of videotape replay _rCatherine G. Krupnick -- _tStudent learning beyond the classroom: implications for a discussion methods teacher -- _tLeading discussion in a lecture course: some maxims and an exhortation _rMargaret M. Gullette -- _tMemorandum to Michelangelo: tenure denied _rSelma Wassermann -- _tGood teaching: a matter of living the mystery _rParker J. Palmer.
520	1		_a"This third edition of Teaching and the Case Method is a further response to increased national and international interest in teaching, teachers, and learning, as well as the pressing need to enhance instructional effectiveness in the widest possible variety of settings. Like its predecessors, this edition celebrates the joys of teaching and learning at their best and emphasizes the reciprocal exchange of wisdom that teachers and students can experience. It is based on the belief that teaching is not purely a matter of inborn talent. On the contrary, the knowledge, skills, and attitudes that make for excellence in teaching can be analyzed, abstracted, and learned. One key premise of Teaching and the Case Method is that all teaching and learning involve a core of universally applicable principles that can be discerned and absorbed through the study and discussion of cases."--Jacket.
530			_a2
650		0	_aBusiness teachers _xTraining of _zUnited States.
650		0	_aCase method.
653	0	0	_ahigher education
653	0	0	_ateaching methods
653	0	0	_auniversities
653	0	0	_alearning theory
653	0	0	_ateacher training
653	0	0	_aindustry
653	0	0	_aorganizations
653	0	0	_atheory
653	0	0	_amanagement
653	0	0	_abusinesses
653	0	0	_aenterprises
653	0	0	_aadministration
653	0	0	_adiscussion
653	1	0	_aEducational Research
653	1	0	_aSystems & Planning
653	1	0	_aStrategy & Competition
653	1	0	_aStrategic Business Planning
655		0	_aTextbooks.
658			_aMinistry - MIN
700	1		_aChristensen, C. Roland _d1919-1999. _eaut
700	1		_aHansen, Abby J., _d1945- _eaut
700	1		_q(Carl Roland),
942			_cBK _hHF _m1994 _e1 _i2019-09-02 _k35.11 _2ddc _w20.87
948			_hHELD BY SBI - 654 OTHER HOLDINGS
999			_c17676 _d17676
902			_a1 _bCynthia Snell _c1 _dCynthia Snell