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Abstract

Through case-writing pedagogy, an approach to case-method instruction, early intervention-early childhood leadership students examined interdisciplinary perspectives, reflected, and integrated new content. Students explored leadership theories and researched current issues and trends in early childhood mental health as they engaged in a collegial, reflective process. Furthermore, students identified issues or tensions from their work settings and developed problem-solving skills, including defining and reframing problems. The interdisciplinary leadership institute and the specific features of the case-writing pedagogy are described. Teaching outcomes are discussed, including course evaluation results and a descriptive case study. Changes in students' personal and professional beliefs; dispositions regarding reflective practice and mental health; and connections between theory, research, and practice are provided. Applications to other contexts are discussed.

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References

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Using Case Writing to Meet Diverse Agendas in Special Education

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