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Use of Video Case Studies in an Adolescent Development Course

Use of Video Case Studies in an Adolescent Development Course

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Published by mcsm1th
Unpublished manuscript. June, 2008.
Unpublished manuscript. June, 2008.

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Categories:Types, Research
Published by: mcsm1th on Oct 09, 2009
Copyright:Attribution Non-commercial

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07/10/2010

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Video Case Studies 1Running Head: VIDEO CASE STUDIESUses of Video Case Studies in an Adolescent Development CourseM Cecil Smith Northern Illinois UniversityJune 16, 2008Word count: 1,155Contact information:M Cecil Smith, Ph.D.Department of LEPF Northern Illinois UniversityDeKalb, IL 60115(815) 753-8448(815) 753-8750 (f)mcsmith@niu.edu
 
Video Case Studies 2AbstractStudents in an adolescent development course write case study papers based on excerptsfrom self-documentary videos produced by high school students. These case study papersrequire students to draw upon different theories of adolescent development to analyze,interpret, and understand adolescent development and behavior. Students’ evaluations of the case study assignments indicate that an important result is that students have a deeper understanding of theory and appreciation of adolescents themselves.
 
Video Case Studies 3Uses of Video Case Studies in an Adolescent Development CourseCase studies are common in developmental psychology courses (Leonard,Mitchell, Meyers, & Love, 2002; McBride-Chang & Chang, 2001; McManus, 2000).
 Acase study is "
an in-depth look at an individual ... [providing] informationabout a person's hopes, fears, fantasies, traumatic experiences, familyrelationships, health, or anything that will help ... understand the
[individual's]
development
" (Santrock, 1993, p. 71). As such, case studiesserve two broad purposes for developmental psychology courses. First, theyenable students to gather information about an individual child oradolescent. Second, students can analyze and interpret this information,drawing upon course materials (e.g., lecture notes, textbook chapters) toachieve an informed understanding of both the case study subject and thecourse contents. Perhaps the main benefit of conducting a case study is thatit makes the subject matter "come alive" in students' minds. Thus, casestudies can promote active, self-directed learning (Perkins, 2000) andpersonalize abstract developmental theories and behavioral concepts, therebymaking these more meaningful. As McManus (2000) notes, case studies havebeen used successfully to improve student learning and motivation. Thisarticle describes my use of video case studies in a course on adolescentdevelopment. The videos were made by high school students, as part of alarger project on adolescents' perspectives for teachers (Author et al., 2005).

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