Cases for Undergraduate Educational Psychology Classes



Real School Cases Written by Undergraduate Students
These cases were originally written by undergraduate students based on real field observations in 1997-98, which have been repurposed for this web site; hence, they may not be as complete in description as cases found in casebooks. Some professors use them for their quizzes and others for discussion and debate. While these cases are not comprehensive, they are meant to be used to link concepts in educational psychology to real school situations. An additional (and better) set of cases can be found at the Houghton MIfflin Web site for Psychology Applied to Teaching (see: http://www.hmco.com/college/education/insite/)

Note: These are directly linked to chapters in the upcoming edition of the Snowman, J. and Biehler, R. F. (2000), Psychology Applied to Teaching, ninth edition. Dr. Bonk will be a technology contributor to this edition.

Chapter 1 Applying Psychology to Teaching
Case A How do you spell enormous?
Case B The results are in, so listen up.
Chapter 2 Stage Theories of Development
Case A Too formal or not too formal?
Case B A little assistance, please.
Chapter 3 Age-Level Characteristics
Case A Who does popularity hurt? (Peer feedback) (Mentor feedback)
Case B Girls to the left, boys to the right.
Chapter 4 Understanding Student Differences
Case A He says but she won't.
Case B Should they stay or should they go?
Case C I'm going to be in the gutter.
Chapter 5 Addressing Cultural Diversity
Case A Big city kid in a small country town.
Case B Where do these kids learn this stuff.
Chapter 6 Exceptional Children and Youth
Case A Inclusion, is it worth it if the teacher is at risk?
Case B Are his needs being met?
Case C Who is the problem, the students or the teacher? )
Chapter 7 Behavioral and Social Learning Theories
Case A Can timeout go too far?
Case B Children see, children do.
Chapter 8 Information Processing Theory
Case A Get their attention.
Case B Process makes perfect.
Case C The writing on the board.
Chapter 9 Cognitive Learning Theories and Problem Solving
Case A Making things meaningful.
Case B Should I be president or a famous athlete?
Chapter 10 Approaches to Instruction
Case A Mr. Do-Little.
Case B She said hello, I would have said hola.
Case C Mrs. Johnson, You are my inspiration.
Chapter 11 Motivation
Case A Can't keep up, too bad.
Case B Oh how boring! (Peer feedback) (Mentor feedback)
Case C The parent/teacher conference.
Chapter 12 Classroom Management
Case A Interrupting Sam.
Case B Kids will be kids.
Case C Is this really music?
Chapter 13 Standardized Testing
Case A What role should standardized testing have in education?
Case B To test or not to test?
Chapter 14 Assessment of Classroom Learning
Case A Are re-takes the answer? (Peer feedback) (Mentor feedback)
Case B Does spelling count?
Chapter 15 Becoming a Better Teacher by Becoming a Reflective Teacher
Case A Evaluation as a means of reflection. (Peer feedback) (Mentor feedback)
Case B It seems like I should be better at this.
Chapter 16 Global Cases
Case A Administrators not supporting teachers.
Case B Student falsely accusing a teacher.
Case C Whose responsibility is it?
Case D Sold on punishment.



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URL: http://www.indiana.edu/~caseweb
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Copyright 1998, Curtis J. Bonk; The Trustees of Indiana University
Last updated on June 21, 1999
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