BEGIN:VCALENDAR
VERSION:2.0
PRODID:-//talks.cam.ac.uk//v3//EN
BEGIN:VTIMEZONE
TZID:Europe/London
BEGIN:DAYLIGHT
TZOFFSETFROM:+0000
TZOFFSETTO:+0100
TZNAME:BST
DTSTART:19700329T010000
RRULE:FREQ=YEARLY;BYMONTH=3;BYDAY=-1SU
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:+0100
TZOFFSETTO:+0000
TZNAME:GMT
DTSTART:19701025T020000
RRULE:FREQ=YEARLY;BYMONTH=10;BYDAY=-1SU
END:STANDARD
END:VTIMEZONE
BEGIN:VEVENT
CATEGORIES:Visiting Scholar Seminars
SUMMARY:Discussion leaders’ questions in the case method -
  Dr James Badger\, University of North Georgia
DTSTART;TZID=Europe/London:20110531T123000
DTEND;TZID=Europe/London:20110531T140000
UID:TALK31415AThttp://talks.cam.ac.uk
URL:http://talks.cam.ac.uk/talk/index/31415
DESCRIPTION:In this seminar\, Bernstein’s (1975) concepts of c
 lassification and framing – together with the rela
 ted notions of the collection code and integrated 
 code – will be introduced to analyze the discussio
 n questions of university professors who incorpora
 ted case studies in their graduate-level education
  and business courses. As a theoretical framework 
 to illuminate the questioning process in a case di
 scussion\, I used classification and framing to ex
 amine discussion leader’s questions that facilitat
 e students’ understanding of a case. Results from 
 this investigation identify values related to the 
 questioning process that purportedly fosters gradu
 ate students’ communication skills\, critically th
 inking abilities\, and problem solving proficienci
 es.  I will explore some of the influences of case
 -based studies on learners’ knowledge\, skills\, a
 nd values. I will query whether these and other ab
 ilities contribute to the development of an episte
 mology of practice in reflective practitioners.\n
LOCATION:Donald McIntyre Building\, Faculty of Education\, 
 184 Hills Road\, Cambridge\, room 2S5
CONTACT:Susannah Lacon
END:VEVENT
END:VCALENDAR